Math10 q1 Module 1-8

10
Mathematics
Quarter 1 – Module 1:
PATTERN AND SEQUENCE
(M10ALIa-1)
Mathematics – Grade 10
Self-Learning Module (SLM)
Quarter 1 – Module 1: SEQUENCE AND PATTERN First Edition, 2020
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Development Team of the Module

Writer: Julius P. Ledesma
Editor (Language/Social Content): Vivencio O. Aniñon, Ed.D/Ruby A. Buhat, Ed.D
Reviewer: Nora B. Mendoza / Maureen Socorro N. Muñasque
Illustrator: Geunicar A. Perez, MAELT
Layout Artist: Geunicar A. Perez, MAELT
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Telefax: (083) 2288825/ (083) 2281893
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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by- step as you
discover and understand the lesson prepared for you.
Pre-test are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module, or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson. At
the end of each module, you need to answer the post-test to self-check your learning.
Answer keys are provided for each activity and test. We trust that you will be honest in
using these.
In addition to the material in the main text, Notes to the Teachers are also provided to
the facilitators and parents for strategies and reminders on how they can best help you
on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Patterns and Sequences. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.
The module is divided into three lessons, namely:
The module is divided into four lessons, namely:

 Lesson 1 – Patterns and Sequence
 Lesson 2 – Explicit Form of Sequence
 Lesson 3 – Recursive form of Sequence
After going through this module, you are expected to:

1. solve and generate patterns;
2. solve sequence using explicit form of sequence;
3. solve sequence using recursive form of sequence.
5
What I Know
Let us check your prior knowledge about patterns by answering the problems
below.
A. Complete the sequence
Very Good! You did a great job. You’re now ready for the
next set of activities.
6
Lesson
1 Patterns and Sequences
Congratulations! You are now ready to start with another module. Do you know that
sequences are used to model and solve many mathematical ideas and real-life
situations? After Using this module, the learner is able to solve and generate
patterns. (M10AL-Ia-1)
What’s In
In your previous years, patterns is perceived by simply looking at the similarity/ies

of object/s or thing/s.
A pattern is an arrangement of things repeated in an orderly, recognizable fashion.

Example
1. What is the next figure in the pattern below?
Solution:
It can be observed that the pattern above is made up of two geometric
figures – circle and a triangle. The pattern begins with a circle, then a triangle, then
two figures alternate. Logically, the geometric figure that should follow is .
Numbers in a problem that are not given can be found by using established
pattern.
Example
2. What number comes next in 1,3,5,7,9, ?
Solution
Looking at the given numbers, the sequence is increasing, with each term being
two more than the previous term: 3= 1+ 2, 5 = 3+2 , 7= 5+2 , and 9= 7+2. Therefore,
the next term should be 11 since 11 =9+2.
7
What’s New
Now we are ready to learn about sequence. Are you ready???

Sequence
An ordered list of numbers such as 2, 5, 8, 11,14,… is called a sequence. The
numbers in a sequence, that are separated by commas, are the terms of the
sequence. In the above example, 2 is the first term, 5 is the second term, 8 is the
third term, 11 is the fourth term and 14 is the fifth term. The three dots “… ” indicate
that the sequence continues beyond 14, which is the last written.
It is customary to use the notation an to designate the nth sequence. Where,

represents the first term of a sequence.
Sn = a1, a2, a3, a4, a5 ,… where a1 represent the first term of the
sequence a2 represents the second term of a sequence.
a3 represents the third term of a sequence.
an represents the nth term of a sequence.
Example
3. What is the 10th term in the sequence 2, 6, 12, 20, 30, n2 + n…?
Solution
From the sequence, a1=2, a2=6, a3=12, a4=20, a5=30, and an = n2 + n
Hence, the 10th term is a10 = 102+10 = 110.
This type of sequence is known as Explicit Form of Sequence.
Another way of examining the next term of a sequence and determining

the nth term formula is by constructing a difference table. A difference
table shows the differences between successive terms of the sequence.
4. Use a difference table to determine the next term of the previous

sequence 2,5,8,11,14, .
Solution
sequence: 2 5 8 11 14…
first difference 3 3 3 3 (1)
8
Thus, if we use the above difference table, we can predict the next
term in the sequence is 14 + 3 = 17.
This method is also known as Recursive Form of a Sequence.
Example
5. Use recursive form to determine the next term of the previous
sequence.
Solution
sequence: 5 14 27 44 65 …
first difference 9 13 17 21… (1)
Second difference 4 4. 4 …. (2)
In this difference table, the first differences (row 1) of the sequence are not all
the same. In such situation, it is helpful to compute the successive differences
of the previous differences until having all differences of the same constant. In
the above example, the second differences are all 4. If the pattern continues,
then a 4 would also be added to the first difference, 21 to produce the second
difference, 25. That is, 21 + 4 = 25 . We then add this difference to the fifth
term of the sequence, 65, to predict that 90 is the next term of the sequence
as shown above.
.
Questions:
1.) Find the next two terms in the given sequence, then write it in
recursive form.
a.) {7, 12, 17, 22, 27,…} b.){3, 7, 15, 31, 63,…}
2.) Determine the next two terms in the given sequence. Then write the
explicit form of the sequence.
a.) {1, 4, 9, 16, 25,…} b.) {3, 5, 9, 17, 33,…}
9
What is It
Below are important terminologies, notations and symbols that you

must learn and remember about patterns.
Sequence is a succession of numbers in specific orders. Each number in
a sequence is called term. The terms are formed according to some fixed rule
or property. They are arranged as the first term, the second term, the third
term, and so on. A sequence with a definite number of terms is a finite
sequence. In a finite sequence, the first and the last are clearly identified.
The following sequences are finite:
Sequence First Term Last Term Number of Terms

1, 2, 3, 4, 5 1 5 5
-2, 4,-8, …-2048,4096 -2 4096 12
Some other examples of number sequences are:
Number Sequence Pattern

3, 6, 9, 12, ... add 3
12, 17, 22, 27, ... add 5
70, 65, 60, 55, ... subtract 5
15, 19, 23, 27, … add 4
81, 27, 9, 3, … divide by 3
How to Complete Missing Terms In A Number Sequence?
Each of the number in the sequence is called a term.
In order to find the missing terms in a number sequence, we must first find
the pattern of the number sequence.
Example :
Find the missing term in the following sequence:
8, , 16, , 24, 28, 32
Solution:
To find the pattern, look closely at 24, 28 and 32. Each term in the number
sequence is formed by adding 4 to the preceding number.
10
So, the missing terms are 8 + 4 =12 and 16 + 4 = 20. Check that the pattern
is correct for the whole sequence from 8 to 32.
Example :
What is the value of n in the following number sequence? 16, 21, n, 31, 36
Solution:
We find that the number pattern of the sequence is “add 5” to the preceding
number. So, n = 21 + 5 = 26
Explicit Form of a Sequence is sequence that can be expressed in a

form in which a preceding term is not necessary to find the succeeding terms.
This explicit form can be used can be used to find term of the sequence by
determining its position.
Example:
Write the explicit form for the sequence 5, 8, 11, 14,.. then determine
the next two sequence.
Solution:
a1 = 5 = 3(1) + 2
a2 = 8 = 3(2) + 2
a3 = 11 = 3(3) + 2
a4= 14 = 3(4) + 2
The explicit for of the sequence is an = 3n + 2 ; The next two terms are:
a5 = 3(5) +2 = 15 + 2 = 17
a6 = 3(6) +2 = 18 + 2 = 20
Recursive Form of a Sequence is a sequence if the first term and a

recursive formula are given. A recursive formula is an expression used to
determine the nth term of the sequence by using the term that precedes it.
Example:
Write the recursive formula for the sequence 5, 9, 13, 17…, then determine
the next two terms
Solution:
a2 = 5 + 4 = 9 a2 = a 1 + 4
a3 = 9 + 4 = 13 a3 = a 2 + 4
a4 = 13 + 4 = 17 a4 = a 3 + 4
From the pattern, the recursive formula can be written

as an= an-1 + 4So, the next two terms are 21 and 25.
11
Drill:
Write the explicit formula for the sequence.
1) , , , , , ... 2) , , , , , ...
3)  /  ,  /  ,  /  ,  / ,  / , ... 4) , , , , ,…
Write the recursive formula for the sequence.

5) , , , , , ... 6) , , , , , ...
7) , , , , , ... 8) , , , , , ...
Find the tenth term in each sequence.

9) an    ()n   10) an  ( /) n  

What’s More
Try to answer more challenging set of problems and activities about

the patterns/ sequence.
A. Write the next three terms for each sequence.

1. 4x-5, 7x-3, 10x-1, …
2. 7,11, 18, 29, 47, …
3. 2, 3, 5, 7, 11, …
B. Problem Solving
4. The first four triangular numbered are shown below represented by
a dot.
n: 1 2 3 4
Triangular number T(n): 1, 3, 6, 9, …
Complete the table of triangular numbers below:
n 1 2 3 4 5 6 7 8
T(n) 1 3 6 9
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What I Have Learned
Here is another activity that lets you apply what you learned about illustrating
patterns as one of the very important concepts in many branches of
Mathematics. Fill in the blanks with the correct word/s or symbol that would
make the sentence true.
is a succession of numbers in specific orders. Each number in a

sequence is called . The are formed according to some fixed rule
or property. They are arranged as the first term, the second term, the third
term, and so on. A sequence with a definite number of terms is a .
In a finite sequence, the and the are clearly identified.
What I Can Do
Here is another activity that lets you apply what you learned about
the Patterns or Sequences by relating it to real-life situation.
Answer the following word problem:
1.) In an experiment, a bump car is allowed to travel freely from one end
to another in a meter stick. When it hits one end, the car bounces
back 6 meters and then move forward again. On each bounce, it
moves back 2/3 of the distance it previously traveled.
a.) Determine the distance covered by the bump car from the head
wall after 4 bounces.
b.) Solve for the total distance traveled by the car after 5 bounces.
2.) Lewis is offered P20,000 as starting salary for a job, with a raise of
P2,000at the end of each year of outstanding performance. If he
maintains continuous outstanding performance, what will his salary
be at the end of 6 years?
Great Work! You did a good job in applying what you have learned!
13
Assessment
I hope you had a good time going over this module. For you to determine how
much you’ve learned, please answer the following questions. Give what is
being asked.
I. Determine what comes next in the given patterns. Encircle the correct
letter.
1. A, C, E, G, I,
A. J B. K C. B D. L
2. 15, 10, 14, 10, 13, 10,
A. 10 B. 11 C. 12 D. 13
3. 3, 6, 12, 24, 48, 96,
A.190 B. 120 C. 192 D. 182
4. 27, 30, 33, 36, 39,
A. 40 B. 42 C. 32 D. 30
5. 41, 39, 37, 35, 33,
A.31 B. 32 C. 33 D. 34
6. , 5, , 9, 11
A. 2,6 B. 3, 7 C. 2,8 D. 3, 6
7. What is the next number in the series 720, 720, 360, 30, 6?
A. 180 B. 120 C. 90 D. 60
8. Find the next number in the sequence: 1, -1, 3, -5, 11, -23, …
A. 47 B. -34 C. -47 D. 34
9. What number replaces the circle in this sequence? 4, 6, 10,16, 26, 42, 68,
A. 102 B. 126 C. 94 D. 110
10. ABC = 28, A, B, and C are distinct integers. Which of the following could
be equal to A + B + C?
A.11 B. 30 C. 17 D. 24
II. Write the recursive formula for each sequence. Then determine the next
two terms:
11. 8, 14, 26, 50,…

12. 2, 6, -18, -54,…
13. 3,10,24,52,…
14
III. Write the explicit form for each sequence. Then, determine the next two
terms.
14. 5, 8, 11, 14 15. -1,3,7,11,… 16.) 1/3,1/4, 1/5, 1/6,…
IV. Challenge Problem.
17-20. The first 4 square numbers are shown below represented by dots.
n:
Square Number S(n): 1 4 9 16
Complete the table square numbers below.
n 1 2 3 4 5 6 7 8
S(n) 1 4 9 16
Additional Activities
Encourage the students to create their own video presentation of a specific method
of solving problems involving sequence and series as part of wrapping up activities.
15
Answer Key
References
21st Century Mathletes pp. 77-81
Eureka Math : NYS COMMON CORE MATHEMATICS CURRICULUM
Math for life pp.233-237
Next Century Mathematics (2nd Edition)
https://www.slideshare.net/AprilRoseAnin/sequencing-formulating-the-nth-term- rule-
explicit-lesson-plan-grade-vi
https://nrich.maths.org/numberpyramids.
16
DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents
of this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners of Region XII
in all public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph
20
10
Mathematics
Arithmetic Sequence
and the 𝒏𝒕𝒉 Term of
Arithmetic Sequences
(M10ALIb-1)
Quarter 1 – Module 2: Arithmetic Sequence
First Edition, 2020
over them.

Writer: Bainalyn G. Abas/ Meyzel T. Tabamo
Reviewer: Nora B. Mendoza/ Maureen Socorro N. Muñasque
Management Team: Carlito D. Rocafort, Director III – Regional Director
Rebonfamil R. Baguio – Assistant Regional Director

Telefax: (083) 2288825/ (083) 2281893
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your
studies and learn while at home. Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Pre-test are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module, or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self-check your learning. Answer keys are provided for
each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teachers are also provided to the
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a
separate sheet of paper in answering the exercises and tests. Read the instructions carefully
before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
the arithmetic sequence and other concepts related to it. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:

• Lesson 1 – Definition of Arithmetic Sequence, Common Difference, and
General term of Arithmetic Sequence;
• Lesson 2 – Arithmetic means, nth term of an arithmetic sequence, and The
sum of the terms of a given arithmetic sequence.

1. define arithmetic sequence;
2. identify the succeeding term in the sequence;
3. determine the common difference of an arithmetic sequence;
4. write the first five terms of a sequence;
5. generate a general term of the given arithmetic sequence.
6. find arithmetic means;
7. find the nth term of an arithmetic sequence;
8. find the sum of the terms of a given arithmetic sequence.
1
What I Know
Let us check what you already know about arithmetic sequence by answering the
question below.
1. What is the next term in the arithmetic sequence 7, 15, 23, 31, ?
A. 35 B. 32 C. 39 D. 41
2. Which of the following is an example of an arithmetic sequence?

A. ½, ¼, 1/6, 1/8,… B. 3, 5, 7, 9, 11,…
C. 2, 6, 18, 54,… D. 64, 32, 16, 8,…
3. The general term for the arithmetic sequence 9, 15, 21, 27, 33,... is given as
.
A. an = 9 + (n-1)d B. an = n + 9d
C. an = 9 + nd D. an = 9d + n
4. Find the first five terms of the sequence an = 4 + 5n.
A. 4, 8, 12, 16, 20 B. 25, 20, 15, 10, 5
C. 9, 14, 19, 24, 29 C. 4, 6, 8, 12, 14
5. Ellen earns P200 on the first day of work and additional P50 on every succeeding
day. How much is his salary in the fourth day?
a. P300 b. P350 c. P400 d. 450
6. Which of the following sequences follow the general term an = 2n - 1?
A. 9, 11, 13, 15,… B. 3, 6, 9, 12, 15,…

C. 2, 4, 6, 8, 10,… D. 4, 8, 12, 16, 20,…
7. The term between 8 and 24 is .

A. 12 B . 16 C. 18 D. 24
8. What is the common difference in the arithmetic sequence 7, 15, 23, 31,…?
A. 10 B. -10 C. 8 D. -8
9. What number is added every after each number to obtain the succeeding
numbers in the sequence 72, 60, 48, 36,….?
A. 12 B. -12 C. 24 D. -24
10. The next term for the sequence ½, 1, 3/2, 2 is .
A. ¾ B. 5/3 C. 5/2 D. 4
2
11.) What is the sum of the arithmetic sequence 10, 16, 22, 28, 34, 40, 46, 52?
A. 242 B. 244 C. 246 D. 248
12.) What is the sum of all odd integers between 8 and 100?
A. 2034 B. 2215 C. 2484 D. 2745
13.) What is the sum of all even integers between 15 and 85?
A. 1250 B. 1350 C. 1450 D. 1750
14.) Which of the following is the sum of all the multiples of 3 from 15 to 90?
A. 1365 B. 1375 C. 1385 D. 1395
15.) Find the sum of the first 15 terms of an arithmetic sequence 5, 8, 11, 14, ….
A. 370 B. 390 C. 410 D. 430
Very well done, be prepared for an exciting journey that awaits!
Lesson
Arithmetic Sequence
1
Another module is set for you to explore. Patterns are everywhere and some
follow a specific order. Are you excited to know more about this? After going through
this module, you are expected to illustrate the arithmetic sequence as the first type
of sequence.
What’s In
Previously, you have learned about patterns that are present in sets and in
numbers. Now. Let us try to look back and relate it to our discussion.
Consider the following figure and sets of number below.
a.
b. 0, 5, 10, 15, 20, 25, 30,….
c. 3, 6, 12, 18, 36, 72,…
d. 160, 80, 40, 20, 10,….
3
Were you able to identify the succeeding term or figure? Is there a pattern in the
following sets?
Identifying and extending patterns are key concept in understanding

arithmetic sequence. Previously, we have learned that sequence is a pattern of
numbers where order matters. It can be finite or infinite .
A sequence is a function whose domain is the finite set {1, 2, 3,…, n} or the
infinite set {1, 2, 3,… }.
Example:
n 1 2 3 4 5
an 3 -
1 1.5 10 𝜋
The finite sequence has 5 terms. We may use the notation a 1 , a2, a3 ,…,an to denote
a(1), a(2), a(3),…,a(n) respectively.
In Grade 10, we often encounter sequences that form a pattern such as that found
in the sequence below.
Example:
n 1 2 3 4 5
an 4 7 10 13 16
The above sequence is an infinite sequence where an =3n+1.
What’s New
This module stresses on the understanding of the nature of sequence and illustrating
arithmetic sequence. Study the problem below and answer the questions that follow.
Mr. Ahmer owns a business establishment and gains a profit every after another
month. He gained P7,250 in September, P8,360 in October and increases
similarly for the next months.
Questions:
1. How much did he earn in November?

2. How much did he gain after five months?
3. How much is his gain in August?
4. How much is the additional profit per month?
5. Is there a pattern on the profits that Mr. Ahmer gains?
Very Good! Now, you are heading for more learnings on arithmetic sequence.
4
What is It
Below are important terminologies, notations and symbols that you must learn and
remember about arithmetic sequence.
An arithmetic sequence is a sequence where every term after the first is

obtained by adding a constant called the common difference.
Examples:
a. Is the pattern 9, 16, 23,30, 37,… an arithmetic sequence?
The answer is yes because every term after 9 is obtained by adding 7.
a 1=9 a2=9+7=16 a 3=16+7=23 a 4=23+7=30
a 5=30+7=37
b. What is the next term for the arithmetic sequence 99, 90, 81, 72,
63, ?
The common difference is the constant amount of change between numbers in an

arithmetic sequence.
Examples:
a. What is the common difference in the 18, 25, 32, 39, 46?
The answer is 7 since it is the number constantly added to each term to
obtain the succeeding number.
46 39=7
-
39 32=7
-
32 25=7
-
25 18=7
-
b. Find the common difference in the arithmetic sequence 121, 99, 88,
77, …
The answer is 11 since each term in the sequence obtained by adding

-
this number every after the other.

77 88= 11
- -
88 99= 11
- -
99 121= 11
- -
c. Identify the common difference for the sequence 9, 18, 27, 36, 45,…
The answer is 9 since it is the common number being added to the first
term and the succeeding terms.
5
𝑛 𝑡ℎ 𝑇𝑒𝑟𝑚 𝑜𝑓 𝑡ℎ𝑒 𝐴𝑟𝑖𝑡ℎ𝑚𝑒𝑡𝑖𝑐 𝑆𝑒𝑞𝑢𝑒𝑛𝑐𝑒
Examples:
1. Give the first five terms of the 2. Write the general term for the sequence
arithmetic sequence an =-3n+5. 13, 25, 37,49, 61, …
a 1 = 3(1) + 5 = 3 + 5 = 2
- -
Let us now form two equations from the

a 2 = 3(2) + 5 = 6 + 5 = 1
- - -
following succeeding term using the formula

ax + b = 0 where x stands for n.
a 3 = -3(3) + 5 = -9 + 5 = -4
a 4 = 3(4) + 5 = 12 + 5 = 7 a(n) + b = an 3a + b = 37
- 2a + b = 25)
(
- - -
a 5 = 3(5) + 5 = 15 + 5 = 10
- - -
a = 12
3(12) + b = 37
The first five terms of the 36 + b = 37
arithmetic sequence an = 3n + 5
-
b = 37 36
-
are 2, -1, - 4, -7 and -10. b=1

Substituting the values of a and b
12n + 1 = a n or an = 12n + 1
What’s More
Activity 1.1 Understanding Science Words

Let us try to answer more challenging set of problems and activities about
A. We need matchsticks for this activity.

1. Below are squares formed by matchsticks.
2. Count the number of matchsticks in each figure and record the results in a
table.
number of squares 1 2 3 4 5 6 7 8 9 10
number of match sticks
Questions:
1. What is the difference between the number of matchsticks used of one square
and two squares?

2. How many sticks will be used to form five squares?
3. Write the general term for the given sequence formed by the number of
matchsticks.
6
B. Supply the first five terms given the following general term.
1. a n = 5n -
7
2. a n = 3n + 13
-
C. Write the general term for the sequence

11 3, 8, 19, 30, 41,…
-
You are great! Be prepared for the next battles.
What I Have Learned
Here is another activity that lets you apply what you learned about illustrating
arithmetic sequence. Fill in the blanks with the correct word/s or symbol that best
fits the statement.
In mathematics, is an enumerated collection of objects in which

repetitions are allowed and order does matter. It can be or .
An is a sequence where every term after the first is

obtained by adding a constant called the common difference. Thus
is then constant amount of change between numbers in an
For instance in the sequence -12, -5, 2, 9, 1,… the common difference is
and the general term is .
What I Can Do
Given the sequence, -2, 2, 6, , __, ___
a. Find the common difference.

b. Find the next two terms .
7
Lesson
2 𝒏𝒕𝒉 Term of Arithmetic Sequence

Another module is set for you to explore. Patterns are everywhere and some
follow a specific order. Are you excited to know more about this? After going through
this module, you are expected to determine arithmetic means, nth term of an
arithmetic sequence and the sum of the terms of a given arithmetic
sequence.(M10AL-Ib-1)
What’s In
In your previous lessons, you have learned to illustrate sequences and give
the nth term or the rule for a particular sequence. These are set of objects or numbers
arranged in sequence order. Now, let us try to look back and relate it to our
discussion.
Notes to the Teacher
This part will try to connect previously learned topic on

illustrating sequences and apply to the understanding of
Arithmetic sequence. Explore every concept and try to apply it in
real-life problems.
Examples:
a.) Write the first 5 terms of a sequence given the nth term a n = 3n – 1.
Let a1, a2, a3, a4, and a5 be the first 5 terms. Thus, n = 1, 2, 3, 4, and 5.
a1 = 3(1) - 1 = 2
a2 = 3(2) – 1 = 5
a3 = 3(3) – 1 = 8
a4 = 3(4) – 1 = 11
a5 = 3(5) – 1 = 14
8
Answer: The first 5 terms of the nth term an = 3n – 1 are 2, 5, 8, 11,and 14.
b.) What is the nth term of the arithmetic sequence 3, 5, 7, 9, 11, 13, …?
Solution: To find the nth term, we will use the rule an = a1 + ( n- 1 )d.
an = 3 + (n-1)(2)
an = 3 + 2n -2
an = 2n + 1
Answer: The nth term for 3, 5, 7, 9, 11, 13,… is an = 2n + 1.
Very Good! You really did a good job. You’re now ready for the next set of
activities.
What’s New
This module focuses on the arithmetic means, nth term of an arithmetic

sequence and the sum of the terms of a given arithmetic sequence. Read the problem
below and answer the questions that follow.
Ramil is the track and field representative of the Maliksi High School for the
Palarong Pambansa. He begins training by running 5 miles during the first week, 7.5
miles during the second week, and 10 miles on the third week. Assume this pattern
continues, answer the following.
1. How far will he run on the fifth week?

2. How far will he run on the 10th week?
3. What is his arithmetic mean for the 3 weeks?
4. What is the sum of the first five weeks of running?
5. What is the sum of the first ten weeks of running?
Good job! You are now ready to work more on Arithmetic Sequence
9
What is It
Below are important terminologies, notations and symbols that you must
learn and remember about the arithmetic means, nth term of an arithmetic sequence
and the sum of the terms of a given arithmetic sequence.
The nth term of an arithmetic sequence is a rule for a particular sequence.

The rule for finding the nth term of an arithmetic sequence is very useful in solving
problems involving arithmetic sequence.
In general, the nth term of an arithmetic sequence with a 1 as first term and
d as common difference is,
a n = a 1 + (n-1)d.
Example: 1. What is the 10th term of the arithmetic sequence 4, 8, 12, 16, …?
Solution:
Step 1. Let us identify the values of a 1, n, and d.
a 1 = 4, n = 10 terms, d = 4
Step 2. Substitute the given values to the rule. Then, solve.
a 10 = 4 + ( 10 - 1 )(4)
a 10 = 40
Answer. The 10th term of the arithmetic sequence 4, 8, 12, 16, …, is 40
Example 2. What is the 15th term of the arithmetic sequence 3, 8, 13, 18, …?
Solution:
Step 1. Let us identify the values of a 1, n, and d.

a 1 = 3, n = 15 terms, d = 5
Step 2. Substitute the given values to the rule. Then, solve.
a 15 = 3 + ( 15 1 )(5)
-
a 15 = 73
Answer. The 15th term of the arithmetic sequence 3, 8, 13, 18, …, is 73.
10
One of the common tasks in studying arithmetic sequence is finding the
arithmetic means. The arithmetic means are the terms between any two
nonconsecutive terms of an arithmetic sequence.
Examples: a.) Insert 2 arithmetic means between 4 and 19.
Solution: Since we are required to insert 2 terms, then there will be 4 terms in
all.
Step 1: Let a1 = 4 and a4 = 19. Then we will insert a2, a3 as shown below:
4, a2, a3, 19
Step 2: Get the common difference. Let us use a4 = a1 + 3d
Step 3: Substitute the given values of a4 and a1. That is 19 = 4 + 3d.
Step 4: Solve for d.

19 – 4 = 3d
15 = 3d
5=d
Step 5: Using the value of d, we can now get the values of a2, and a3. Thus,
a2 = 4 + 5(1) = 9
a3 = 4 + 5(2) = 14
Answer: The 2 arithmetic means between 4 and 19 are 9 and 14.
b. Insert 2 arithmetic means between x+y and 2x –y.
Solution: Since we are required to insert 2 terms, then there will be 4 terms in all.
Step 1: Let a1 = x+y and a4 = 2x-y. Then we will insert a2, a3 as shown below:
x+y, a2, a3, 2x-y
Step 2: Get the common difference. Let us use a4 = a1 + 3d.
Step 3: Substitute the given values of a4 and a1. That
is 2x-y = (x+y) + 3d.

Step 4: Solve for d.
2x – y = (x+y) + 3d x − 2y
d=
2x-x –y-y = 3d 3
x-2y = 3d
Step 5: Using the value of d, we can now get the values of a2, and a3. Thus,
x − 2y 4x + y
a2 = (x + y) + (1) = x − 2y 3x + 3y + 2x − 4 y 5x − y
a3 = ( x + y ) + (2) = =
3 3 3 3 3
4x + y 5x − y
Answer: The 2 arithmetic means between x+y and 2x - y are and .
3 3
11
The Sum of n terms of an arithmetic sequence a1, a2, a3, + … + an is denoted
by Sn. This is given by: Sn = 𝑛 [2𝑎 + (𝑛 − 1)𝑑]. The formula derived as follows:
2 1
We can rewrite the sum in reverse order, that is, Sn = an + an-1 + an-2 + … + a1.
Rewriting the two equations above using their preceding terms and the difference d,
we would have:
Equation 1: Sn = a1 + (a1 + d) +(a1 + 2d) + … + [a1 + (n- 1)d]
Equation 2: Sn = an + (an - d) +(an - 2d) + … + [an + (n- 1)d]
Adding equation 1 and equation 2, we get

2Sn = (a1 + an) +(a1 + an) +(a1 + an) + … + (a1 + an).
Since there are n terms of the form a1 + an, then 2Sn = n(a1 + an).
𝑛
Dividing both sides by 2, we have Sn = (𝑎 + 𝑎 )
2 1 𝑛
Now, since we also know that an = a1 + (n-1)d, then by substitution, we have

𝑛[𝑎1+ ( 𝑎1+ (𝑛−1)𝑑)] or Sn = 𝑛 [2 𝑎 + (𝑛 − 1) 𝑑] .
Sn = 2 1
2
Example 1: Find the sum of the first 10 terms of the arithmetic sequence 3, 9, 15,
21,…
Solution:
Step 1: Let us identify the given values:
n = 10 terms
a1 = 3
d=6
Step 2: Substitute the given values in the formula, then solve
S10 =10 [2(3) + (10 − 1)(6)] = 300

2
Answer: The sum of the first 10 terms of the arithmetic sequence 3, 9, 15, 21,…
is 300.
Example 2: Find the sum of the 30 terms of the arithmetic sequence -5, -9, -13, -
17,…
Solution:
Step 1: Let us identify the given values:
n = 30 terms
a1 = -5
d = -4
Step 2: Substitute the given values in the formula, then solve
S10 =30 [2(−5) + (30 − 1)(−4)] = −1890

2
Answer: The sum of the first 10 terms of the arithmetic sequence -5, -9, -13, -17,…
is -1890.
12
What’s More
Let us try to answer more challenging set of problems and activities about the
arithmetic means, nth term of an arithmetic sequence and the sum of the terms of
a given arithmetic sequence.
A. Use the nth term of an arithmetic sequence a n = a1 + (n-1)d to answer the

following questions.
1. Find the 25th term of the arithmetic sequence 3, 7, 11, 15, …
A. 95 B. 97 C. 99 D. 101
2. How many terms are there in an arithmetic sequence with common
difference of 4 and with first and last terms 3 and 59, respectively?
A. 15 B. 16 C. 17 D. 18
3. Find p so that p+7, 3p + 9, p + 3, … form an arithmetic sequence.
A. -3 B. -2 C. 2 D. 3
4. The second term of an arithmetic sequence is 24 and the fifth term is 3. Find
the first term.
A. 30 B. 31 C. 32 D. 33
5. Find the 9th term of the arithmetic sequence with a1 = 10 and d = -
A. 4 B. 5 C. 6 D. 7
B. Insert the indicated number of arithmetic means between the given first and
last terms of an arithmetic sequence.
1. 10 and 40 [5]
2. 6 and 54 [3]
3. 68 and 3 [4]
C. Find the sum of each of the following.

1. Integers from 1 to 50
2. First 20 terms of the arithmetic sequence -16, -20, -24,…
Great job! Get ready for another learning battle ahead!
13
What I Have Learned
Below is another activity for you to apply what you have learned about the
arithmetic means, nth term of an arithmetic sequence and the sum of the terms of a
given arithmetic sequence. Fill in the blanks with the correct word/s or symbol that
best fits the statement.
1. The arithmetic means are the terms between any two terms of
an sequence.
2. The nth term of an arithmetic sequence with a1 as first term and d as

common difference is .
3. The sum of n terms of an arithmetic sequence a1, a2, a3, + … + an is denoted

by Sn. This is given by:
Very good! You are now ready for the final wave of this module.
What I Can Do
Let us further assess your knowledge and skill by trying another activity.
Answer the following problems.

1. Give the arithmetic sequence of 5 terms if the first term is 8 and the last term
is 100.
2. Find the value of k when the arithmetic mean of k + 7 and k +3 is 3k + 9.
3. The third term of an arithmetic sequence is -12 and the seventh term is 8.
What is the sum of the first 10 terms?
Amazing! You really did a good job!
14
Assessment
For you to evaluate how much you’ve learned, kindly answer the following
questions by choosing the letter of your answer.
1. What is the next term in the arithmetic sequence -14, -8, -2, 4, ?
A. -10 B. 12 C. -8 D. 10
2. Which of the following is an example of an arithmetic sequence?
A. 2/5, 2/7, 2/9, 2/11,… B. 3, 1, 1, 3, 5, 7,…

- - - -
C. 1, 2, 4, 8, 16,… D. 54, 18, 6, 2,…

3. The general term for the arithmetic sequence 11,18, 25, 32,... is given as
.
A. an = 4n -
7 B. a n = 4n + 7
C. an = 7n + 4 D. an = 7n –
4
4. Find the first five terms of the sequence a n = 3n - 11
A. 8, 11, 14, 17,20 B. 8, 5, 2, 1, 4

- - -
C. 3, 6, 9, 12, 15 C. 11, 22, 33, 44, 55

5. Ryan plants 38 tree seedlings on Saturday. On the Sunday day he finished
planting 50 tree seedlings and add the same amount everyday other day. How
many seedlings did he planted on Wednesday?
A. 79 B. 96 C. 86 D. 87
6. Which of the following sequences follows the general term an=3n- 5?
a. 3, 6, 9, 12, 15,… c. -2, 1, 4, 7, 11,…
b. 5, 10, 15, 20, 25,… d. 5, 8, 11, 14, 17,…

7. The term between 5 and 15 is .
A. 10 B. 11 C. 13 D. 9
8. The arithmetic mean between two terms in an arithmetic sequence is 44. If
one of these terms is 33, find the other term.
A. 11 B. 44 C. 55 D. 66
9. If five arithmetic means are inserted between 9 and 45 what is the 2nd
arithmetic mean?
A. 21 B. 27 C. 33 D. 39
10. What are the first and last terms of an arithmetic sequence when the
arithmetic means are 35 and 15?
A .40 and 5 B. 45 and 5 C. 50 and -5 D. 55 and -5
11. What is the sum of the arithmetic sequence 9, 15, 21, 27, 33, 39?
A. 144 B. 148 C.150 D. 152
15
12. What is the sum of all odd integers between 4 and 30?
A. 200 B. 221 C. 252 D. 275
13. What is the sum of all even integers between 5 and 45?
A. 200 B. 300 C. 400 D. 500
14. Which of the following is the sum of all the multiples of 5 from 10 to 90?
A. 650 B. 750 C. 850 D. 950
15. Find the sum of the first 10 terms of an arithmetic sequence 5, 8, 11, 14, ….
A.185 B. 190 C. 195 D. 200
Great job! You did well on this module! Keep it up!
Here is an additional activity to help enrich your knowledge and skill on

1. What should be the value of x so that x + 2, 3x 2, 7x 7, 7x 12 will form

an = +
– – –
an arithmetic sequence?
2. Find the value of x when the arithmetic mean of x + 2 and 4x + 5 is 3x + 2.
3. Find the sum of the first 12 terms of the arithmetic sequence whose general
term is 3n 5.
16
17
15
What Can I Do
1. 8, 31, 54, 77,
100
-
2. K = 2
3. S 10 = 5
What I Have
Learned
1. nonconsecutive,
arithmetic
2. An = a1 + (n -1)d
3. S n = 𝑛 [2𝑎 + (𝑛 −
2 1
.
1 )𝑑]
𝑛 𝑡ℎ 𝑇𝑒𝑟𝑚 𝑜𝑓 𝑡ℎ𝑒 𝐴𝑟𝑖𝑡ℎ𝑚𝑒𝑡𝑖𝑐 𝑆𝑒𝑞𝑢𝑒𝑛𝑐𝑒
Answer Key
18
𝐴𝑟𝑖𝑡ℎ𝑚𝑒𝑡𝑖𝑐 𝑆𝑒𝑞𝑢𝑒𝑛𝑐𝑒
What I can do
Assessment
1. D a.) 4
b.) 10, 14
2. B c.) 𝑎𝑛 = 4n - 6
3. C
4. B
5. C
6. C
7. A
8. C
9. A
10.D
11.A
12.A
13.D
14.C
15.A
19
𝐴𝑟𝑖𝑡ℎ𝑚𝑒𝑡𝑖𝑐 𝑆𝑒𝑞𝑢𝑒𝑛𝑐𝑒
20
What Can I Do
Answer:
a. -1/3
b. -3/2, and - 11/6
DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

Telefax No.: (083) 2288825/ (083) 2281893

10
Mathematics
Illustrate a Geometric Sequence
(M10ALId-1)
Quarter 1 – Module 4: Illustrate a Geometric Sequence
First Edition, 2020
over them.

Writer: Jeffer-son A. Cauilan, Ph.D/ Gina C. Tumala
Reviewer: Nora B. Mendoza / Maureen Socorro N. Muñasque/

Telefax: (083) 2288825/ (083) 2281893
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies
and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated
for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and
understand the lesson prepared for you.
Pre-test are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you
need to proceed on completing this module, or if you need to ask your facilitator or your teacher’s
assistance for better understanding of the lesson. At the end of each module, you need to answer the
post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.
In addition to the material in the main text, Notes to the Teachers are also provided to the facilitators
and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate
sheet of paper in answering the exercises and tests. Read the instructions carefully before performing
each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the concepts and skills in illustrating and determining a geometric sequence.
The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.
The module is divided into two topics, namely:

A. Illustrate a Geometric Sequence
• Definition of a geometric sequence
• Identifying the common ratio and some terms of the sequence
B. Differentiates a Geometric Sequence from Arithmetic Sequence

• Differentiates a Geometric Sequence from Arithmetic Sequence

1. Illustrate a geometric sequence.
2. find the common ratio of a geometric sequence and some terms
3. determine whether the sequence is geometric or arithmetic;
4. differentiate the geometric sequence from the arithmetic sequence;
5. make a comparison chart of their differences
What I Know
Let us check your background knowledge about sequences by answering the
questions below. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What is the missing term 2, 4, _, 8, 10?

A. 6 C. 12
B. 8 D. 14
2. What is the common difference of 35, 32, 29, and 26?
A. 3 C. -3
B. 2 D. -2
3. Which of the following is an arithmetic sequence?
A. 3, 3, 3, 3, 3 C. 2, 4, 8, 16
B. 3, 4, 5, 6, 7 D. 1, 5, 25, 125
4. Find the missing terms -8, -6 , -4 , _, _, _ .
A. -3, -4, -5 C. -2, 2, 4
B. -2, 0, 2 D. -3, 0, 3
5. What is the explicit formula of 37, 41, 45, 49?
A. an = 33 + 4n C. an = 22 – 24n
B. an = 33 – 4n D. an = 22 + 24n
6. What is the common difference of 2, 6, 10, and 14?
A. -4 C. 2
B. -2 D. 4
7. Which of the following sequences where every term after the first is obtained
by adding a constant called the common difference?
A. Arithmetic C. Geometric
B. Fibonacci D. Harmonic
8. Which of the following is a geometric sequence?
A. 1, 2, 3, 4, 5 C. ½, ¼, 1/6 , 1/9
B. 2, 1, 4, 2, 6 D. 3, 9, 27, 81
9. What is the quotient when the 4th term is divided by the 3rd term, 3rd term
is divided by the 2nd term and 2nd term is divided by the 1st term of the
sequence 4, 12, 36, 108?
A. 3 C. 6
B. 4 D. 18
10. Which of the following is a sequence with an explicit formula of a n=2(2n)?

A. 4, 8, 16, 32 C. 4, 8, 64, 124
B. 4, 16, 32, 64 D. 8, 16, 32, 64
Wow! You did it. You’re now ready for the next set of activities.
Lesson
Illustrate a Geometric
4 Sequence
What’s In
In your previous lessons, you have learned about the basic concepts of
arithmetic sequences which are relevant to a better understanding of geometric
sequence. Let’s see what you have learned so far.
A Sequence is a set of things (usually numbers) that are in order.
Example 1: a) 3, 6, 9, 12, …
This is a sequence where the first term is 3 and the fourth term is 12. It is
also an infinite sequence because of the three dots (ellipse) after the fourth term.
The ellipse symbolizes infinity which means the sequence has no end.
b) 4, 8, 12, 16, 20
This is a sequence where the 1st term is 4, 3rd term is 12 and the last term
is 20. It is also a finite sequence because it has a last term.
Let’s try this…

Activity 1. Complete Me.
Complete the table below by identifying the correct term.
Sequence 2nd term 5th term 10th term
Example: 1, 6, 11, 16, … 6 21 46
a) 3, 6, 9, 12, …
b) 4, 8, 12, …
c) -5, ,-1,1, …
d) -2, -4, -8, …
e) 3, , 12, 24,…
Questions:
1. What kind of sequences are a, b and c? Was it easy to identify the missing
terms in a, b and c? Why?
2. What kind of sequences are d and e? How were you able to solve for the missing
terms?

What’s New
To start with are new lesson let us try to do a simple activity and answer the
questions that follow.
Activity 2. Divide Me
Find the ratio of the second number to the first number. Choose the letter with the
correct answer.
1. 2, 16
A. 16/2 B. 8/1 C. 2/16 D. 1/8
2. 27, 81
A. 81/27 B. 3 C. 27/81 D. 1/3
3. 36, 9
A. 9/36 B. 1/4 C. 36/9 D. 4
4. -12, 24
A. -12/24 B. -1/2 C. 24/-12 D. -2
5. 18, -6
A. 18/-6 B. -3 C. -6/18 D. -1/3
6. 2m, 4m
A. 2m/4m B. ½ C. 2 D. 4m/2m
7. ab, a2b2
A. ab/ a2b2 B. 1/ab C.ab D. a2b2/ab
8. 1/8, 1/16
A. 16/8 B. 2 C. 8/16 D. 1/2
9. k+1, k2 +k
A. k+1/ k2 +k B. 1/k C. k2 +k/ k+1 D. k
10. 10b2, b
A. 10b2/b B. 1/10b C. b/10b2 D. 10b
Wow! You are great now let us continue to the next page.
You need the concept of ratio in order to understand the next kind of sequence.
A ratio compares two numbers in order. Ratios are written with a colonor in
fraction form.
Let us remember that a ratio like 8/1 is equal to 8. We will explore that sequence
in the next activity. Do the next activity now.
Activity 3. Fold me up.
Do the activity with a partner. One of you will perform the paper folding while the other
will do the recording in the table.
1. Start with a big square (8 in by 8 in ) from a piece of paper.
Assume that the area of the square is 64 square units.
2. Fold the four corners to the center of the square and find the area of the
resulting square.
3. Repeat the process three times and record the results in the table below.
1 2 3 4
Square
Area
Questions:
1. What is the area of the square formed after the first fold? Second fold? Third
fold?
2. Is there a pattern in the areas obtained after 4 folds?
3. You have generated a sequence of areas. What are the first 3 terms of the
sequence?
4. Is the sequence an arithmetic sequence? Why?
5. Using the pattern in the areas, what would be the 5th term of the sequence?
Great! You were able to answer the activity. Now let us define what is a
geometric sequence based on the previous activities.
What is It
A geometric sequence is a sequence where each term is found by multiplying or

dividing the same value from one term to the next. We call this value "common
ratio".
Example 2: 1, 3, 9, 27, 81, 243, 729, …
This geometric sequence has a factor of three between each number. Each
term (except the first term) is found by multiplying the pervious term by 3.
The common ratio, r, can be determined by dividing any term in the sequence by the
term that precedes it. Thus, in the geometric sequence 1, 3, 9, 27, 81, 243, 729, ..., the
common ratio is 3 since 3 =3.
1
Example 3: 32, 16, 8, 4, …

This geometric sequence has a factor of 1/2 between each number. Each term (except
the first term) is found by multiplying the pervious term by ½.
The common ratio, r , can be determined by dividing any term in the sequence by the term
that precedes it. Thus, in the geometric sequence 32, 16, 8, 4, ..., the common ratio is 1/2
since 16 =1.
32 2
Activity 4. The Rule of Geometric sequence.
Problem: What are the first 5 terms of a geometric sequence whose first
term is 5 and whose common ratio is 2?
Term Other ways to write the term
In Factored Form In Exponential Form
𝑎1 = 5 5 5 x 20
𝑎 2 = 10 5x2 5 x 21
𝑎 3 = 20 5 x 2x 2 5 x 22
𝑎 4 = 40 5 x 2x 2x 2 5 x 23
𝑎 5 = 80 5 x 2 x 2 x 2 x2 5 x 24
𝑎𝑛 ?
Questions :
1. Look at the other ways of writing the terms. What does 5 represent?
If your answer is the first term, then you are correct!

2. For any two consecutive terms, what does 2 represent?
If your answer is the common ratio , then you are amazing!
3. What is the relationship between the exponent of 2 and the position of the
term? If you have noticed that for:
the exponent of 2 in the first term is 0,
the exponent of 2 in the 2nd term is 1,
the exponent of 2 in the 3 rd term is 2 ,
4th term the exponent of 2 is 3,
and the 5th term the exponent of 2 is 4 .
This implies that the exponent of the common ratio is one less than
the order of any given term. Hence, if the order of the term is n, then the
exponent of 2 is (n-1).
4. What is an for this sequence?

Let us solve this together.
The 1st term is 5 which is a 1=5(20 ) 2nd term is 10 which is a2=5(2 1).
.
Using the idea on number 3, that the exponent of the common ratio is one
less than the order of term we can state that an=5(2n-1 ).
5. In general, if the first term of a geometric sequence is a1 and the
common ratio is r, what is the nth term of the sequence?
If the first term of a geometric sequence is a1 , then we can say that

the sequence would be a1r0, a1 r1 , a1 r2, a1 r3, a1r4,…
Hence write the formula as: an = a1 (rn 1) .

-
These are important terminologies, notations and symbols that you

must remember.
Common Ratio is the amount between each term in a geometric sequence
and is denoted by the symbol “r ”.
First Term is the first position in the terms of a sequence and is represented
by the symbol “a1”.
General Term is known as the nth term of a sequence. It is always

represented by “an”.
Geometric Sequence is a sequence where each term after the first is obtained
by multiplying the preceding term by a nonzero constant called the common
ratio.
What’s More
geometric sequences
Activity 5. Find
r.
Identify the common ratio of the following geometric sequences.

Choosethe letter with the correct answer.
1. 6, 12, 24, 48, 96, …
A. 1/2 -
B. ½ C. 1/3 D. 2
2. 9, 3, 1, 1/3, 1/9, …
A. 1/2
-
B. ½ C. 1/3 D. 2
3. 8, - 4, 2, -1, ½ ,…
A. 1/2
-
B. ½ C. 1/3 D. 2
4. 3, 15, 75, 375, 1875,
- - - - -
…
A. 1/3 B. 2 C. 4 D. 5
5. -1, 4, - 16, 64, -256,
…A. 1/3 B. 2 C. 4
-
D. 5
-
Questions:
1. What have you noticed on geometric sequence number 1 and number 4?
If you think that the first term affects the sequence, then you are correct.
Having a common ratio greater than 1, if the first term is positive then you have
an increasing geometric sequence. But if the first term is negative, you will have a
decreasing geometric sequence.
2. What have you noticed on geometric sequence number 2?
If you have noticed that the sequence is in decreasing order but all
the terms are positive real numbers, then you are amazing.
Having a common ratio less than 1 but greater than 0, the

geometric sequence willbe in decreasing order.
3. What have you noticed on geometric sequence number 3 and 5?
If you have noticed that the sequences terms have alternating signs of
positive and negative, then you are great. Having a common ration of less
than 0 (meaning it is a negative real number), thenthe geometric sequence
is an alternating sequence
Good job! You are able to follow through with this module. Now, let us try to
do some exercises to further enhance what you have learned.
Exercise 1. State whether each of the following sequences is geometric or not.
1. 8, 8, 8, 8, 8, 8, 8, 8, 8, 8,..
2. 2, 4, 6, 8, 10, 12, 16,…
3. ½, 1, 1.5, 2, 2.5, 3, …
4. 243, 81, 27, 9,…

5. 5, - 10, 20, -40, 80
Exercise 2. Identify the common ratio.

1. 5, 10/3, 20/9, 40/27, 80,81
2. 10, 20√ 3 , 120,
3. 17, -51, 153, -459, …
4. -4, 24, -144, 864,…

5. 2/3, 2, 6, 18,…
Exercise 3. Create a geometric sequence using the first term and the given
common ratio. Give at least five terms of the sequence.
1. a1 = -10 and r = -2
2. a1 = 729 and r = -2/3
3. a1 = -5 and r = 2
4. a1 = 1000 and r = 1/5

5. a1 = ¾ and r = -4
What I Have Learned
Here is an activity that lets you apply what you learned about geometric
sequence.
Problem 1. Given the numbers 324, 216, 96, 486 and 144. Re-arrange the numbers
to create a geometric sequence. Identify the first term, last term and common
ratio.
First term: Last term: r=
Where you able to find the correct order of the sequence? Why?
Problem 2. Given the illustration below. Draw the next figure.
The behavior of a geometric sequence depends on the value of the

common ratio. If the common ratio is:
• Positive, the terms will all be the same sign as the initial term
• Negative, the terms will alternate between positive and negative
• Greater than 1, there will be exponential growth
• Equal to 1, the progression will be a constant sequence
Amazing work! Now you’re up for the final challenge of this module
What I Can Do
Here is another activity that lets you apply what you learned about geometric
sequences. Do the activity to further enhance what you have learned.
Activity 6. I am a Good Neighbor.
You are the Purok Leader of Barangay Masipag. Many of your neighbors
asks your help to solve their problems. As a good leader and neighbor, you
always attend to their needs. One day three of your neighbors asked you two
problems.
Problem 1. Your neighbor works as a fisherman. He harvested 150 kg of

fishes on Monday. If each day the amount of fishes, he harvested increased
by 10% , how much fish could he harvest on Tuesday, Wednesday, Thursday
and Friday?
Problem 2. One of your neighbor is thrifty. He deposited Php 10,000 into

his bank in July. From July to October, the amount of money he deposited
into the bank increases by 5% per month. How much was his money on
August, September, and October?
Great work! You did a good job in applying what you have learned!
Assessment
I hope you had a great time going over this module. For you to determine how
much you’ve learned, kindly answer the questions by showing a complete solution.
(Note: Answer at least five (5) problems)
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. What is the common ratio 8, -8, 8, -8, 8, …?
A. -8 C. 1
B. -1 D. 8
2. Which sequence where each term is found by multiplying or dividing the
same value from one term to the next.
A. Arithmetic C. Geometric
B. Fibonacci D. Harmonic
3. Which of the following is an alternating geometric sequence?
A. 3, -4, 5, -6, 7 C. 2, -4, 8, -16
B. 1, 1, 1, 1, 1 D. 1, 5, 25, 125
4. Find the missing terms -8, -4 , _, _, _ .
A. -2, -1, -1/2 C. -2, 2, 4
B. -2, 0, 2 D. -3, 0, 3
5. Given the first term 1250 and the common ratio as 0.2, what is second,
third and fourth term of the sequence?
A. 250, -50, 10 C. 250, 200, -10
B. 250, -150, -100 D. 250, 50, 10
6. Find the ratio of this sequence 3, -9, 27,- 81,…
A. -1 C. -3
B. -2 D. -6
7. What is the symbol for common ratio of geometric sequence?
A. a1 C. r
B. an D. Sn
A. 1, 2, 3, 4, 5 C. ½, ¼, 1/6 , 1/9
B. 2, 1, 4, 2, 6 D. 3, 9, 27, 81
9. What is the quotient when the 4th term is divided by the 3rd term, 3rd term
is divided by the 2nd term and 2nd term is divided by the 1st term of the
sequence 4, 12, 36, 108?
A. 3 C. 6
B. 4 D. 18
10. Which of the following is a sequence that follows the formula of an=2(2n-1)?
A. 2, 4, 8, 16, 32 C. 2, 4, 8, 64, 124
B. 2, 4, 16, 32, 64 D. 2, 8, 16, 32, 64
Great Job! You did well on this module! Keep going!
Congratulations on completing the whole module. You are now ready to

answer the next module on solving word problems involving sequences.
Activity 7
A frog wants to hop a total distance of 1 metre. The first hop is 1/2
metre in length, the second is 1/4 metre and the third is 1/8 metre.
If this pattern continues:
a. What will be the length of the 9th hop?
b. How many hops will it take for the frog to travel a total
distance of 1m?Explain your answer.
Congratulations! Job well done. I hope you learned a lot in this module. You
are now ready to answer the next module.
What I Know
Let us check your prior knowledge about geometric and arithmetic sequence
by answering the questions below. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
1. Which of the following sequences where every term after the first is obtained
by adding a constant called the common difference?
A. Arithmetic B. Fibonacci C. Geometric D. Harmonic
B.
2. Find the missing term 2,5,8,_,_,_
A. 10,12,14 B. 10, 13,15 C. 11, 13,16 D. 11,14,17
3. Which of the following terms determines by dividing any term that precedes it?
A. Common term C. common difference
B. Common ratio D. common sequence
4. Find the ratio of this sequence 3,9,27,81,…

A. 1 B. 2 C. 3 D. 6
5.Which of the following sequences where each term after the first is
obtained by multiplying the preceding tern by a nonzero constant?
A. Arithmetic B. Geometric C.. Harmonic D. Fibonacci
6. Find the missing terms in this sequence 27,9,_,_,1/3.

A. 2,3 B.3,1 C. 4,1 D. 6,1
7. What is r in the formula of geometric sequence?

A. common term C. common difference
B. common ratio D. common sequence
8. How many terms are in a sequence whose first term is 3, common difference
-
is 2 and the last term is 23?

A. 15 B. 13 C. 14 D..16
A.1,5,25,125,… C. 1,1,2,3,5,8,13
B.1,3,5,7,9,… D. 10/3 , 10/6, 10 /9, 10/ 5 , …
10. What is d in the arithmetic sequence formula?

A. common term C. common difference
B. common ratio D. common sequence
Amazing ! You did a good job. You’re now ready for the next set of activities.
Lesson DIFFERENTIATES A GEOMETRIC
5 SEQUENCE FROM ARITHMETIC

SEQUENCE
Hello my dear learners! Do you know that there are a lot of real life experiences
-
that you can apply using geometric sequence and arithmetic sequence and its
differences? After using this module, you are expected to differentiate the geometric
from arithmetic sequence (M10AL Id 2 ).
- -
What’s In
In your previous lesson, you have known the definition of arithmetic and
geometric sequence and it’s formula.
An Arithmetic sequence is a sequence where every term after the first is

obtained by adding a constant called the common difference.
Formula an=a1 + ( n 1) d-
Where a1 is the first term

an is the nth term
n is the number of terms
d is the common difference
Example:
2,4,6,8,10 is an example of arithmetic sequence.
The common difference is 2.
A Geometric sequence is a sequence where each term after the first is

obtained by multiplying the preceding term by a nonzero constant called the
common ratio.
Formula an=a1r n 1
-
Where an is the nth term

a1 is the first term
n is the number of terms
r is the common ratio
Example:
3,6,12,24,48 is an example of geometric sequence.
The common ratio
What’s New
Activity 1. This module focuses on the differences between arithmetic and

geometric sequence .Study the example below and answer the questions that follow.
While going home, Jane and Chris talk about the sequences they
discussed during their class.
Set A Set B
3,5,7,9,11,13,_,_ 1,4,16,64,256,_,_
Questions:
1. What is the common ratio of the sequence in Set B?
2. What is the common difference of the sequence in Set A?
3. What did you observe between the two sequences?
4. What are the differences between the two sequences?
5. Are these sequences arithmetic or geometric?
What is It
The previous lesson focused on geometric sequences. In this lesson, you will also
learn about differences of geometric sequence from arithmetic sequence.
Below are important terminologies that you must learn and remember about
the differences between geometric and arithmetic sequence.
Arithmetic Sequence is a sequence where every term after the first is obtainedby adding
a constant called the common difference.
Common Difference – a constant added to each term of an arithmeticsequence to
obtain the next term of the sequence
Geometric Sequence is a sequence where each term after the first is obtained by
multiplying the preceding term by a nonzero constant called the common ratio.
Common Ratio – a constant multiplied to each term of a geometric sequenceto obtain
the next term of the sequence
The Differences Between Arithmetic and Geometric Sequence

These are the following differences between arithmetic and geometric sequence
1. An Arithmetic sequence is a sequence where every term after the first is
obtained by adding a constant called the common difference while Geometric
sequence is a sequence where each term after the first is obtained by multiplying the
preceding term by a nonzero constant called the common ratio.
2. The formula of Arithmetic sequence is in linear form and for Geometric
sequence it is exponential form. In terms of their graph , arithmetic sequence follows
a straight path,while geometric sequence follows a curve
At this point, you know already some essential things about arithmetic and
geometric sequence.Now we will learn how to determine geometric sequence from
arithmetic sequence.Do Activity 2.
What’s More
Activity 2.Determine whether each sequence is arithmetic. Then find it’s common
difference.
1. 13,7,1,-5,-11,…
2. -4,0,4,8,12,16
3. 5,12,19,26,…
4. 1,2,4,8,16,…
5. -3,6,-12,24,…
Activity 3.Determine whether each sequence is geometric. Then find it’s common
ratio.
1. -2,4,-8,16,..
2. 1,4,9,16,…
3. 1/2,1/3,1/4,1/5,…
4. 4x2,4x4,4x6,4x8,…
5. 120,60,30,15,…
Activity 4.Determine what is been added or multiplied to get the next term.
1. −2, 2, 6, 10, …
2. 2, 4, 8, 16, …
3. 5, 2, −1, −4, −7, …
4. 10,1,0.1,0.01,0.001,…
5.4,−1,−6,−11, …
Activity 5. Determine whether the sequence is geometric or arithmetic.

1) 3, 8, 13, 18, 23, . . .
2) 1, 2, 4, 8, 16, . . .
3) 24, 12, 6, 3, 3/2, 3/4, . . .
4) 55, 51, 47, 43, 39, 35, . . .
5) 2, 5 ,8, 11, 14, . . .
6) 1, 5, 9, 13, 17, 21, . . .
7) 3,12,48,192,768
8) 500,100,20,4,…
9) -1,-2,-4,-8,-16,…
10) 6,11,16,21,26,…
Good job! Now you’re up for the final challenge of this module.
Was it easy for you to determine which sequence is arithmetic or geometric?
The next activity will assess your skill in applying what you have learned.
What I Have Learned
Activity 6.
Here is another activity that lets you apply what you have learned about the
differences between the arithmetic and geometric sequence.
1. Find the next four terms in this sequence 3,7, 11, 15, 19, . . .and state whether
the sequence is arithmetic or geometric.
2.Find the next four terms in this sequence 6, 18, 54,162,,…and state whether the
sequence is arithmetic or geometric.
Activity 7. Fill in the blank. Complete the statement by filling the blank with the
correct answer to make it true.
An (1) is a sequence in which each term after the first is obtained
by (2) a constant d to the preceding term. The constant number d is called
the (3) However, a (4) sequence is a sequence in which
term is obtained by multiplying the preceding term by a constant number r, called
(5) .
When it comes to formula an arithmetic sequence, is a (6) form and
for geometric sequence, it is a (7) form. The graph of an arithmetic
sequence follows a (8) path, while (9) sequence
follows a (10) path.
What I Can Do
Activity 8. Make a comparison chart to show the difference between arithmetic and
geometric sequences.
ARITHMETIC SEQUENCE GEOMETRIC SEQUENCE

1. 1.
2. 2.
3. 3.
Excellent ! You did a good job in applying what you have learned!
Assessment
I know you enjoy answering the activity in this module. For you to determine
how much you’ve learned, please answer the questions by choosing the letter of the
best answer. Write the chosen letter on a separate sheet of paper.
1. An arithmetic sequence is a sequence where every term is obtained by

a fixed term to/from the previous term.
A. adding/subtracting C. adding/multiplying
B. adding/dividing D. adding
2. A geometric sequence is a sequence where every term is obtained by the
previous number by a fixed and non-zero number.
A. added B. subtracted C. multiplied D. divided
3. Find the missing term 6,9,12,_,_,_
A. 15, 18,21 B. 14,16,18 C .11,14,17 D.10, 13,15
4. This sequence 7,15,23,31,… is a
A .Fibonacci B. Harmonic C. Geometric D. Arithmetic
5.Find the common ratio of this sequence 5,10,20,40,80…
A. 6 B. 3 C. 2 D. 1
6. Find the missing terms in this sequence 7,21,63,189,_,_

A. 563,1601 B. 564,1601 C. 565,1701 D. 567,1701
7. In the football team ,Kris has poor time management skills. His father told him
that he is off the team if he fails anything in school. On his first English quiz he
earned a 90, then he earned an 86 and an 82 on his next two quizzes. If his grades
continue at this rate, what will his quiz grade be after the 8th quiz?
A.62 B.58 C.54 D. 50
8. Gina makes gift baskets for Christmas Day. She has 13 baskets left over from last
year, and she plans to make 12 more each day. If there are 15 work days until the
day she begins to sell the baskets, how many baskets will she have to sell?
A. 217 B. 205 C. 193 D. 181
9. Look at the table below. What is the 5th term of the sequence?
n 1 2 3 4 5
Term 1 6 36 216 ?
A.1296 B.1080 C. 864 D. 64
10. In 2014, the number of students in small school is 284.It is estimated that the
student population will increase by 4% each year. Estimate the student population
in 2020.
A. 358 B. 359 C. 360 D. 361
Activity 9. Do the following.
A. A piece of meat has some bacteria in it. The number of bacteria increases six
times every hour. If the number of bacteria is 2000 on the first hour, complete the
sequence until 6 hours. What is the total number of bacteria at the end of five
hours? Is it arithmetic or geometric?
B. Mr. Jimz was a heart attack patient .He was told to get on a regular walking
program. He would walk a distance of 3 km the first week, 8 km the second week,
13 km the third week and so on for a period of 10 weeks. At that point Mr. Jimz need
to maintain the distance for 10th week.
a. Is the sequence arithmetic or geometric? Explain your answer.

b. How far will the patient walk during the 10th week? Show all work.
c. Write the complete sequence.
Congratulations! Job well done. I hope you learned a lot in this module. You
are now ready to answer the next module about Geometric Mean.
1. What kind of sequences are a, b and c? Was is it easy to identify the
missing terms in a, b and c? These are arithmetic sequences. Why? It is a
sequence of numbers such that the difference between the consecutive terms is
constant
2. What kind of sequences are d and e? These are geometric sequences.
How were you able to solve for the missing terms? Each term after the first is found
-
by multiplying the previous one by a fixed non zero number.
What’s In
Sequence 2nd term 5 th term 10th term
Example: 1, 6, 11, 16, … 6 21 46
a) 3, 6, 9, 12, … 6 15 30
b) 4, 8, 12, … 8 20 40
c) -5,__,-1,1, … -3 3 13
d) -2, -4, -8, … -4 -32 -1024
e) 3,__, 12, 24,… 6 48 1536
What I Know
1. A. 6 6. D. 4
2. A. 3 7. A. Arithmetic
3. B. 3, 4, 5, 6, 7 8. D. 3,9,27,81
4. B. -2,0,2 9. A.3
5. A. an = 33 + 4n 10. A. 4,8,16,32
Answer Key
19
Activity 3. Fold me up.
Square 1 2 3 4
Area 32 16 8 4
Questions:
1. What is the area of the square formed after the first fold? Second fold? Third
fold?
The area of the square on first fold is 32 sq. units, second fold 16 sq. units and
on the third fold it is 8 sq. units.
2. Is there a pattern in the areas obtained after 4 folds? Yes, there is a pattern.
Every fold makes half the area of the previous fold.
3. You have generated a sequence of areas. What are the first 4 terms of the
sequence?
The first 4 terms are 32, 16, 8, 2
4. Is the sequence an arithmetic sequence? No, it is not an arithmetic
sequence.
Why? There is no common difference between consecutive terms.
5. Using the pattern in the areas, what would be the 5th term of the sequence?
The fifth term of the sequence is 1.
What’s New
Activity 2. Divide Me
1. B. 8/1 2. B. 3 3. B. 1/4 4. D. -2 5. D. -1/3
6. C. 2 7. C. ab 8. D. 1/2 9. D. k 10. B. 1/10b
Activity 6. I am a Good Neighbor.
20
Problem 1.
Tuesday: 165kg, Wednesday: 181.5 kg, Thursday: 199.65kg, Friday:
219.615 kg Solution 1 Increasing order.
Problem 2.
Solution 2 Decreasing order
August: Php 10,500 , September: Php 11,025 , October: Php 11576.25
What
What II Have Learned
Have Learned
-
Problem
Problem 1. Given the numbers 324, 216, 96, 486 and 144. Re arrange the numbers to
1. Given the numbers 324, 216, 96, 486 and 144. Re-arrange the numbers to
create
create aa geometric
geometric sequence.
sequence. Identify
Identify the
the first
first term,
term, last
last term
term and
and common ratio.
common ratio.
Solution 2 Decreasing
Solution 2 Decreasing order order Increasing
Solution 1Solution 1 Increasing
order. order.
486, 324, 216,
486,144,
324,96216, 144, 96 96, 144, 216, 324, 486
1=486 , a5=96 and r= 2/3
486, 324, 216, 14 , 96

a1=486 , a5 a=96 and r= 2/3
96, 14 , 216, 324, 486

96, 144, 216, 324, 486
a1 =96 , a5a=486 and r= 3/2
1=96 , a5=486 and r= 3/2
Problem 2.
Problem 2. Given
Given the
the illustration below.
illustration below.
a1=486 , a5=96 and r= 2/3
ratio. Give at least five terms of the sequence.
a1=96 , a5=486 and r= 3/2

Exercise 3. Create a geometric sequence using the first term and the given common
1. -10, 20, - 40, 80, -160
2. 729, -486, 324, -216, 144
3. - 5 , -10, -20, -40, 80
4. 1000, 200, 40, 8, 8/5
5. ¾ , - 3, 12, -48, 192
Exercise 2. Identify the Exercise 1. State whether What’s More
common ratio. each of the following Activity 5. Find r.
sequences is geometric or
1. 2/3 not. 1. D. 2
2. 2√3 1. geometric 2. C. 1/3
-
3. -3 2. not geometric 3. A. 1/2
4. -6 3. not geometric 4. D. 5
5. 3 4. geometric 5. C. -4
5. geometric
21
What I have learned
What I can do
Activity 1
Arithmetic Sequence
1. 23,27,31,35
1. common difference
Arithmetic
2. Added/subtracted
2.486,1458,4374,13122
3. Linear Geometric
Geometric Sequence Activity 2
1. Common ratio 1. Arithmetic 6. linear
2. Multiplied/divided 2. Adding 7.exponential
3. exponential 3. Common difference 8.straight
4. Geometric 9.Geometric
5. Common ratio 10. curve
What more What's NEW What I know
Act.4 1.4 1. A
1. Arithmetic 2.2 2. D
2. Geometric 3.In Set A, the term is added 3. B
by 2 ,for Set B it is multiplied
3. Geometric 4. C
by 2.
4. Arithmetic 5. B
4.Differ in getting the next
5. Arithmetic term through addition and 6. B
multiplication.
6. Arithmetic 7. B
5.Set A-Arithmetic
7. Geometric 8. C
-
Set B Geometric
8. Geometric 9. A
9. Geometric 10. C
10. Arithmetic
Assessment.
1. B 5. D 9. A
2. C 6. C 10. A.
3. C 7. C
4. A 8. D
c.3, 8,13,18,23,28,33,38,43,48.
a10=48
a10=3+45
a10 =3+ (9)5
a10=3+ (10-1)5
an=a1 + ( n-1) d
Given: a n=___ a1=3 n=10 d=5
B 10. b.Using the formula an=a1 + ( n-1) d
A 9.
D 8.
A 7. a common difference of 5.
D 6. data of Mr. Jimz distance walking program there is
C 5. a.Arithmetic Sequence because based from the
A 4.
D 3. B.
C 2.
Geometric A. a6=15,552,000
A 1.
Activity 1.
Assessment Additional Activities
r=1/2 5. Geometric
r= x2 4. Geometric
d=1 3. Harmonic
d=5 2. Arithmetic
r=- 2 1. Geometric
Activity 3
5. Geometric r= -2
4. Geometric r= 2
3. Arithmetic d=7
2. Arithmetic d=4
1. Arithmetic d= 6
References
-
Activity 2
What more
Intermediate Algebra II
Learner’s Material 10
Obias Aonan,
-
Grace and Ullero Collado,

-
Clarissa:Next Generation Math,

Intermediate Algebra. Philippines .Diwa Learning systems INC. 2011
Villareal,Abelardo and Gestoso, Gemmalyn: A Spiral Approach
explanation,Examples, Exercises, Mathematics for Grade 10.
Philippines.Educational Resources Corporation.2017
Ester Ogena,Phd.,Rosemarievic Diaz,Phd. ,Erminda Fortes, Phd., Mrilyn
Balagtas,Phd.: McGraw Hill Our Math Grade 10.McGraw Hill Education. 2013
https://www.slideshare.net/daniholic/math grade 10 learners module
- - - -
https://depedtambayan.org/grade 10 teachers guide tg k to 12 curriculum 2/

- - - - - - - - -
14
Disclaimer
recommendations.
Department of Education – SOCCSKSARGENLearning Resource

Management System (LRMS)
Telefax No.: (083) 2288825/ (083) 2281893

10
Mathematics
Geometric Means,
Terms, Sums and
Solving Problems on
Sequences
(M10ALId-2)
1
Quarter 1 – Module 5: Geometric Means, Terms & Sums
First Edition, 2020
over them.

Writer: Joel C. Patiño Jr./Eva Jones D. Siangco
Rebonfamil R. Baguio OIC – Assistant Regional Director
Jay-ar S. Lipura - REPS, Mathematics

Telefax: (083) 2288825/ (083) 2281893
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studies and learn while at home. Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
each activity and test. We trust thatyou will be honest in using these.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a
separatesheet of paper in answering the exercises and tests. Read the instructions carefully
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, donot hesitate to consult your teacher or facilitator.
Thank you.
3
What I Need to Know
the concepts and skills in determining geometric means, nth term of geometric
sequence and sum of terms of a given finite or infinite geometric sequence (M10ALId-
2). The scope of this module permits it to be used in many different learning
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.
 Lesson 1 – Geometric Means, Terms and Sums
 Lesson 2 – Solving Problems on Sequences

1. determine the geometric mean of the given set of numbers.
2. find the nth term of geometric sequence;
3. evaluate the sum of terms of finite or infinite geometric sequence and
4. solve word problems involving geometric means, terms and sums.
5. comprehend problem involving sequence and series;
6. analyze problems involving sequence and series;
7. solve problems involving sequence and series.
6
What I Know
Let us check your background knowledge about determining geometric

means, terms and sums by answering the questions below. Choose the letter of the
best answer. Write the chosen letter on a separate sheet of paper.
1. What is the geometric mean of 2 and 8?

A. 8 C. 3
B. 5 D. 4
2. What is the geometric mean of 3 and 24?
A. 2 6 C. 27
2
2
B. 27 D. 6 2
3. Which of the following two positive numbers has a geometric mean of 10?
A.  4 and 25 
C. 9 and 11
B. 4 and 25 D. 9 and  11

4. Which of the following two positive numbers has a geometric mean of

2 3 ?
A. 1 and 2 C. 3 and 4
B. 3 and 2 D. 4 and 5
5. What is the geometric mean of 2, 3, 5, 3, 10 and 8?
A. 2.39 C. 4.39
B. 3.39 D. 5.39
6. What is the 9 term of the geometric sequence 2, 8, 32, 128,
th ?
A. 65,536 C. 32,768
B. 131,072 D. 524,288
7. Given the sequence 2, 4, 8, 16, If the n th term is 512, find the value of n.
A. 7 C. 9
B. 8 D. 10
8. Which of the following is the fourth term of the given infinite geometric
sequence?
3 , 3 , 3 ,...
4 8 16
A. 32 32
C.
3 3
3 3
D. 
B.
32 32
9. What is the 7th term of the given sequence in the previous item?
3
A. C.
256
256 3
256
B. 3 
D. 
3
256 11
10. What is the 8th term of the infinite geometric sequence 2,1,  
, ,... ?
24
A. 85
64 C. 64
85
85
B. 
D. 64

64 85
6
11. What is the sum of all odd integers between 8 and 26?
A. 153 C. 149
B. 151 D. 148
12. Which of the following is the sum of all the multiples of 3 from 15 to 48?
A. 315 C. 378
B. 360 D. 396
13. What is the sum of all the even integers between 9 and 27?
A. 144 C. 170
B. 162 D. 180
A culture of bacteria doubles every 2 hours. If there are 500 bacteria at the
14.
beginning, how many bacteria will there be after 24 hours?
A. 1 024 000 C. 8 388 000
B. 2 048 000 D. 4 194 000

15.
A rocket rises 30 feet after 1 second, 85 feet after 2 seconds, and 140 feet
after 3 seconds. If it continues to rise at this rate, how many feet will it rise
after 16 seconds?
A. 780 ft C. 855 ft
B. 830 ft D. 910 ft
Lesson
Geometric Means, Terms and
1 Sums
You have learned about arithmetic means, terms and sums which contributed
to your deeper understanding of the nature of arithmetic sequences. Now, it’s time
for you to discover more about the beauty of geometric sequences by considering the
geometric means, terms, sums and the corresponding applications.
What’s In
In your previous lessons, you have learned about the basic concepts of
geometric sequence which are relevant to a better understanding of geometric means,
terms and sums. Let’s reconsider.
6
Key Concepts and Related Questions:
* Positive numbers are counting numbers starting from 1.
Questions to Ponder:
 What symbol is used to represent positive numbers?
 Are positive numbers also integers?
 Can we represent all positive numbers as an infinity?
* Geometric sequence has a common ratio.
 Are geometric figures included in the study of geometric sequence?
 How is common ratio different from common difference?
 What makes a sequence geometric?
* Terms in a sequence are separated bycommas.
 What is a term as used in Algebra?
 Can we also use variables to represent terms?
 Is it possible for a term to be negative?
Let’s connect!
15 
What’s New
Study the concepts below and consider the examples that follow.
Geometric Means
Geometric Mean (GM) is a special type of average where we multiply the given n
numbers together and then take its nth root.
To find the GM of two positive numbers, this formula can be used:
GM  xn
Example 1:
Find the geometric mean of 3 and 27.
Solution:
n
i 1
14
 x1  x2
 3 27
 81
9
Therefore, the geometric mean of 3 and 27 is 9.
In relation to a geometric sequence, it can be written as 3, 9, 27,...
The idea of GM is like two equal areas.
= 3 = 9
27 9
Example 2:
Find the geometric mean of 18, 12 and 8.
Solution:
n
GM  n  xi
i1
 3 x1  x2 
 3 1812 8
 3 1,728
 12
Therefore, the geometric mean of 18, 12 and 8 is 12.
The idea of GM is like two equal volumes.
= =
18 x 12 x 8 12 x 12 x 12
Geometric Terms
The sequence 1, 2, 4, 8, … is called a geometric sequence. If each term after the
first is obtained by multiplying the preceding term by a nonzero constant, then you
are dealing with geometric sequence.
Given a geometric sequence with the first term a1 and the common ratio r, the
general term or nth term is given by an a1rn1.
14
Example 1:
Find the 7th term of the geometric sequence 3, 12, 48, …
Solution:
an  a1rn1
a7  3 471
a7  346
a7  3 4,096
a7  12,288
Therefore, the 7th term in the given geometric sequence is 12, 288.
Example 2:
Find the first term of the geometric sequence if the 6th term is 3, 072
and the common ratio is 4.
Solution:
an  a1rn1
3,072  a 1  461
3,072  a1  45
3,072  a1 1,024
3,072 1,024a1
3  a1
a1  3
Therefore, the 1st term in the given geometric sequence is 3.
Geometric Sums
Have you ever encountered these notations?
 
Given the terms of a sequence, we can get its corresponding sum which is known
to be as a series.
There exists useful formulas that can be used to easily evaluate the sums of both
finite and infinite sequence.
14
1. Finite Sequence

Sn  a1 1 r
n

 1 r

2. Infinite Sequence
a1
S 

1 r
where
-1 < r < 1
Example 1:
Finite Sum:
Find the sum of the finite sequence given a1 = 1, r = 2 and n = 7.
Solution:
a 1 rn  
Sn  1 r
1

1 1 (2)7 
Sn  1 2
S
1128
n
1
127
S 
n
1
Sn  127
Therefore, the sum of the given sequence is 127.

Example 2:
Infinite Sum:
Find the sum of the infinite sequence given a1 = 16, r = -1/2 and n = 7.
Solution:
a1
S

1 r
16 
S  1
 1  

  2 
 16
S  1
1
2
16
S 
 1
12
2
S  10

3
Therefore, the sum of the given sequence is 10 2/3.
14
Problem - Solving
George Polya’s Steps in Problem-Solving
Step 1: Define and understand theproblem

- What information do you obtain from theproblem?
Step 2: Devise a plan or a strategy

- Break the problem down into differentparts.
Step 3: Carry out the plan

- Perform the necessary Mathematicscomputations.
Step 4: Looking back

- Does your answer make sense? Is it reasonable?
Example:
Three positive numbers form a geometric sequence. If the geometric mean

of the first two numbers is 6 and the geometric mean of the last two
numbers is 24, find the three numbers and their common ratio.
Solution:
Step 1: Define and understand the problem
 The geometric mean of the first two numbers is 6
 The geometric mean of the last two numbers is 24
 Find the three numbers and their common ratio
Step 2: Devise a plan or a strategy

 Let a, 6, b, 24, c be the geometric sequence
 Let a1 = 6 and a3 = 24 
Step 3: Carry out the plan

 Since a3=a1r2
Then 24 = 6r2
4 = r2
r  2
Since the three numbers are positveThen
we take r = 2
 Finally,
6
a 3
2
24
b  12
2
c  24 2  48
14
What is It
Below are important terminologies, notations and symbols that you must learn and
remember in finding the geometric means, terms and sums.
Concept Symbol Meaning

It is the amount between each term
Common Ratio r
in a geometric sequence.
It is the first position in the terms of
First Term a1
a sequence
It is the central number in a
Geometric Mean GM
geometric progression
It is the sum of the terms of a
geometric sequence which is
Geometric Sum Sn
commonly known as geometric
series.
It is known as the nth term of a
General Term an
sequence.
Product Notation  It is used to represent the product.
Sigma Notation  It is used to represent the sum.
What’s More
finding the geometric means, terms and sums.
1. Find the value of x if the geometric mean of 2x and 19x  2 is 7x  2 .

2. The sum to infinity of a geometric sequence is twice the first term. What is
the common ratio?
Good job! Get ready for another learning battle ahead!
14
What I Have Learned
Here is an activity that lets you apply what you learned about determining
geometric means, terms and sums.
1. Evaluate the value if given geometric mean is expressed in this form.

3
GM 3 2 k
 k 1
2. Find the sum of the terms of a geometric sequence where the first term
is 4, the last term is 324 and the common ratio is 3.
3. Find the 15th term of the geometric sequence 8, 4, 2, 1, ….
Nice work! Now you’re up for the final challenge of this module.
What I Can Do
Here is another activity that lets you apply what you learned about the
determining geometric means, terms and sums in real-life situations.
The World Health Organization (WHO) reported that about 16 million

adolescent girls between 15 and 19 years of age give birth each year. Knowing the
adverse effects of adolescent childbearing on the health of the mothers as well as
their infants, a group of students from Magiting National High School volunteered to
help the government in its prevention of early pregnancy by giving lectures to 7
barangays about the WHO Guidelines on teenage pregnancy. The group started in
Barangay 1 and four (4) girls attended the lecture. Girls from other barangays heard
about it, so 8 girls attended from Barangay 2, 16 from Barangay 3, and so on.
a. Make a table representing the number of adolescent girls who attended the
lecture from Barangay 1 to Barangay 7 assuming that the number of
attendees doubles at each barangay.
b. Analyze the data in the table and create a formula. Use the formula to justify
your data in the table.
c. Determine the total number of girls who will benefit from the lecture.
14
Lesson
2 SOLVING PROBLEMS ON SEQUENCES
Congratulations! You are now ready to start with another module. Do you know
that sequences are used to model and solve many mathematical ideas and real life -
situations? After this module you are expected to solve problems involving sequences.
(M10AL If 2).
What’s In
Let’s remember the lesson in your previous module about sequence and
series. We will focus on arithmetic and geometric sequence and series formula. Are
you ready?
A sequence is a set of numbers that are arranged in specific order.

By definition, an arithmetic sequence is asequence whose consecutive terms have a
common difference (d) while a geometric sequence is a sequence whose consecutive
terms have a common ratio (r).
The nth term of an arithmetic sequence with a1 as the first term and d as the common
difference is given by the following formula:
a n = a1 + (n 1)d
-
The nth term of a geometric sequence with a1 as the first term and r as the common
difference is given by the following formula:
an = a1.rn- 1
A series is the sum of the terms of a sequence.
By definition, an arithmetic series is the sum of the terms of an arithmetic

sequence while a geometric series is the sum of the terms of a geometric sequence.
The sum of the first n terms of an arithmetic sequence is given by:
n a1  an 
Sn  where a1 is the first term and an is the nth term
2
of the sequence.
Alternately, the equation may also be written as follows:
The sum of the first n terms of a geometric sequence is given by the following
formula:
Sn 

a 1 1 rn 

1 r 
where a1 is the first term, r is the common ratio, and r
The sum S of an infinite geometric series is given by:
where a1 is the first term, r is the common ratio, and r
What’s New
This module focuses on the application of sequence and series and how the
concept is utilized in our daily life. Study the situation below and answer the
It is alarming that many people now are being infected by COVID 19. As the
-
president of the student body in your school, you invited people to give a five-day
series of talks through online conference on COVID-19 and its prevention every
first Monday of the week for eight weeks from 9 a.m to 10 a.m. On the first week,
25 students joined the conference. Finding it interesting, these students shared the
video to other students and 30 more students joined
on the second week , another 30 more students joined on the third week, and so
on.
You can put a localize picture here of

people doing online conferencing.
questions that follow.

a. Assuming that the number of participants continues
to increase in the same manner, how many participants
were expected to join on the fifth week?

b. How many participants were expected to join
on the eighth week?

c. How many participants in all joined the conference
for the whole 8 weeks?
Nice work! Now you are ready to discover more about solving word problems on
sequences.
2. List or illustrate the given data and identify the
unknown variables.
4. Identify the formula for each unknown.
What is It
Below are some important points that you must remember about
solving problems involving geometric and arithmetic sequences. Please
take note of the following reminders to consider:
POINTS TO CONSIDER:
1. Understand carefully the given problems stated.
There is no best strategy in solving

problem but it is important to stick with
the concept.
Example 1. Find the sum of the first 50 positive integers.
Solution:
Let’s remember that positive integers begin with the number one.
Then, listing the numbers will be: 1, 2, 3, …, 48, 49, 50 where a1 = 1, a50 = 50
and n = 50.
By checking if it has a common difference or common ratio, then it must be a

rule on arithmetic sequence.
Understanding deeply, then we must add up the numbers such as,

1 + 2 + 3 +, … + 48 + 49 + 50.
Remember the formula for the sum of arithmetic sequence which is,
na1  a n  , then by substitution, S50 = 50 ( 1 + 50 ) / 2 = 1275

Sn 
2 Therefore, the sum of the first 50 positive integers is 1275.
Example 2. For her birthday, Rose wanted to buy a smart phone that costs P
6,000. She decided to save money and started with P 500 on the first week, P550
on the second week, P605 on the third week, and so on. If this goes on, how
much would Rose’s savings be on the 8th week? How much did she save all in
all? Is it enough to buy her the smart phone?
Solution:
Let us start by illustrating Rose’s savings in a table.
1st week 2nd Week 3rd week
P 500 P 550 P 605
This gives us the following data:
a1 = P 500 n= 8
a8 = unknown S8 = unknown
Now, let us find the common ratio using r = 2nd term / 1st term = 3rd term /2nd
term.
Thus r = 550 / 500 = 605 / 550 = 11/10.
a) Using the nth term of a geometric sequence, −
where a1 = 500,
r = 11/10 where r≠ 1 and n = 8, then
11
By substitution; = 500( ( )8−1 ), gives 974.40
8
10
Therefore, on the 8th week, Rose’s savings is P 974.40.

b) To find out the sum of all her savings, let’s use the sum of finite geometric
series,
(1− )
= 1
,
1−
By substitution;
118
(1 − )
s8= 500 10 , gives 5717.90.
1−11
10
Therefore, Rose must have saved P 5,717.90 for the whole 8 weeks and this is not
enough to buy her the smartphone.
Whew! That’s a nice job there. Let’s explore some more exercises for our brain
development.
What’s More
At this point, you already know some essential ideas about solving problems
on sequences. Now, let us try to answer more challenging set of problems and
activities below.
Activity 1. Count Me In
A theater shown at the right has 30 seats in the first row of the center
section. Each row behind the first row gains two additional seats.
a. How many seats are in the 5th row in the center section?
b. How many seats were there in all from the first row of the center section up to
the tenth row?
Activity 2. Can You Angle Me?

A pattern exists in the sum of the interior angles of polygons. The sum of the
interior angles of a triangle is 180º, of a quadrilateral is 360º, and of a pentagon is
540º.
a) What is the sum of the interior angles of a nonagon?
b) What is the sum of the interior angles of a dodecagon?

Activity 3. It’s a Pandemic!
A research lab is to begin experimentation with a bacteria that doubles every 4

hours. The lab starts with 200 bacteria.
a) How many bacteria will be present at the end of the 12th hour?
b) How many bacteria will be present at the end of one day?
Wow! You made it. You are now acquainted with solving problems on sequences.
Let’s continue in the next activity.
What I Have Learned

Here is another activity that lets you apply what you have
learned about solving problems on sequences.
Fill in the blanks with the correct word/s or symbol that best fits the statement.
1. An arithmetic sequence has a common difference while a geometric sequence has

a common .
2. The term of a sequence is used to denote the last term of a sequence.
3. The rule of sum of a geometric finite series is .
4. Listing or illustrating the can best identify the type of sequence in a
problem.
5. To solve problems on sequences, it is important to know what is the to

use.
Good job! Now you’re up for the final challenge of this module.
What I Can Do
Let us test your awareness and skills further by trying out another activity.
Piso Lang Po
During the first day of school, your adviser suggested a program to help in
the donation of the school to barangays most affected by the pandemic. Your class
decided that for 40 school days, students could put any amount in the Piso box.
That day, somebody put a peso in the box. Then Php 10 was added in the box on
the second day, Php 19 on the third day, and so on. The amount of money being
added in the Piso box is increasing in that manner throughout the 40-day period.
a. Suppose, that being a very excited student, you want to figure out how much
money the class can save after 40 school days. What kind of sequence do you
think these savings would generate?
b. Using the given data, write the formula that will best give the correct amount in
the box after n days.
c. Suppose that the 29th day is your birthday and you decided to put money in the
box instead of treating your friends. Out of curiosity, you want to know how much
money was put in the box on this day. What1is 3 this amount?
Great! You really did a good job!
Assessment
Let us determine how much you have learned in this module. Kindly answer
the following questions by choosing the letter of your answer.
1. The geometric mean between the first two terms in a geometric sequence
is 32. If the third term is 4, find the first term.
1
2. Insert a geometric mean of between k and .
k
3. If 2 and 3 are two geometric means between m and n , find the values of
m and n
4. Due to the pandemic, announcements in school were sent using text brigade.
On one particular day, the principal informs two teachers on an update about
health concerns, each of whom sends the message to two other teachers, and so
on. Suppose that text messages were sent in 8 rounds, counting the principal’s
message as the first, how many text messages were sent in all?
A. 450 C. 315
B. 420 D. 255
5. Roman is the track and field representative of their school. He begins training
by running 5 miles during the first week, 6.5 miles during the second week, and 8
miles on the third week. Assume this pattern continues, how far will he run on the
tenth week?
A. 18.5 miles C. 21.5miles
B. 20 miles D. 23 miles
6. Amine worker discoversanore sample containing 500mg radioactivematerial.

It was discovered that the radioactive material has a half-life of 1 day. About how
much of the radioactive material will be present after 7 days?
A. 3.9 mg C. 15.6 mg
B. 7.8 mg D. 31.2 mg
7. A snail is crawling straight up a wall. The first hour it climbs 16 inches, the
second hour it climbs 12 inches, and each succeeding hour, it climbs only three-
fourths the distance it climbed the previous hour. How far does the snail climb
during the seventh hour?
A. 256/729 C. 729/256
B. 256/14 197 D. 14 197 /256
8. Max bought a car for P 600,000. The yearly depreciation of his car is 10% of its
value at the start of the year. What is its value after 4 years?
A. P 437,400 C. P 393, 660

B. P 438,000 D. P 378, 000
9. During a freefall, a skydiver jumps 16 feet, 48 feet, and 80 feet on the first,
second, and third fall respectively. If he continues to jump at this rate, how many
feet will he have jumped during the tenth fall?
A. 304 C. 314 928
B. 336 D. 944 784

10. A new square is formed by joining the midpoints of the consecutive sides of a
square 8 inches on a side. If the process is continued until there are already six
squares, find the sum of the areas of all squares in square inches.
A. 96 C. 124
B. 112 D. 126
Amazing! You've done well on this module!
Here's another practice that will help improve your knowledge and skills.
Bounce It!
A ball is dropped from a height of 16m. Each time it hits the ground, it
bounces to half of its previous height. What is the total distance travelled by the
ball at the instant when it hits the ground for the seventh time
Congratulations! Job well done. I hope you learned a lot in this module.
You are now ready to answer the next module on
Polynomials.
11. a 12.c 13.b 14. b 15.c
References
Mathematics Learner’s Module for Grade 10
Mathematics Teachers Guide for Grade 10
Math World 10, Cristobal et.al, C & E Publishing House, c.2015, pp.1 38 -
https://byjus.com/geometric-mean-formula/
https://www.mathsisfun.com/numbers/geometric mean.html -
http://www.mathguide.com/lessons/SequenceGeometric.html
https://www.varsitytutors.com/hotmath/hotmath_help/topics/nth term of a - - - -
geometric sequence
-
https://depedtambayan.org/grade 9 teachers guide tg k to 12 curriculum 2/

- - - - - - - - -
https://www.slideshare.net/daniholic/math-grade-10-learners-module
18
Disclamer
recommendations.
For inquiries or feedback, please write orcall:

Telefax No.: (083) 2288825/ (083) 2281893

10
Mathematics
Division of Polynomials
(M10ALIg-1)
Quarter 1 – Module 8: Division of Polynomials
First Edition, 2020
over them.

Writer: Edelina D. Bendigosa

Telefax: (083) 2288825/ (083) 2281893
each task.
Thank you.
What I Need to Know
the Division of Polynomials using long division and synthetic division. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

• Lesson 1- Definition of Division of Polynomials
• Lesson 2- Assess their understanding of division of polynomials as
illustrated in some real – life situation
1. Explain the concept of division of polynomial.

2. Perform long division and synthetic division on polynomial.
3. Appreciate division of polynomials to justify how useful the
polynomials are in dealing with real-life problems.
5
What I Know
Let us check what you already know about division of polynomials by

answering the question below.
1. What is the quotient when x2 – 4 is divided by x+2?
A. -x - 2 B. x - 2 C. x + 4 D. x – 4
2. The following are the examples of polynomials except .
A. x2 + x − 2 C. x3 − y2
B. x4 − 3x2 + 4x3 − 3 D. 2x3 − 3x − 2
3. Which of the following polynomials is exactly divisible by (2x+1)
A. 2x2 − 5x − 3 C. −2x2 + 5x + 3
B. x2 − 5x − 3 D. x2 + 5x − 3
4. Use synthetic division to find the quotient if (-3x2+8x1+ 2x3 − 1) is divided by
(x+1) -3 is the remainder. The solution is shown below.
-1 -3 2 8 -1
3 -6 -2
-3 6 2 -3
What is the error?
i. The sign of the divisor was not changed.

ii. The items of the polynomial were not arranged according to
decreasing powers of x.
iii. The sum entries in the third row are incorrect.
iv. The numerical coefficients of the first row were not properly
written.
A. i only B. ii only C. ii and iv only D. ii and iii only
5. If (8x3 − 4x5 − 2 x + 7x4 + 3 ) is divided by (x-3) using synthetic division,

The numbers in the first row would be.
A. 8 -4 -2 7 0 3 C. 4 7 0 8 -2 3
B. -4 7 8 0 -2 3 D. 8 -4 -2 0 7 3
6. The numbers in the second row would be.
-2 -3 5 2 1
-3 11 -20 41
A. -6 22 -40 C. 6 22 -40
B. -6 -22 40 D. 6 -22 40
6
For items 7-10, use the illustration on long division that follows:
Divide (x4 − 3x3 + 2x2 − x − 3) by (x − 2)
x3 - x2 - 4x - 9
x - 2 x4 - 3x3 - 2x2 - x 3
-
- (x4 - 2 x3)
−1x3 − 2x2
- (- x3 + 2x2)
-4x2 - x
- (−4x2 + 8x)
- 9x - 3
- (-9x + 18)
-21
7. What is the remainder?

A. -21 C. x4 − 3x3 − 2x2 − x − 3
B. x3- x2 - 4x – 9 D. x − 2
8. What is the divisor?

A. x − 2 C. x3- x2 - 4x - 9
B. x4 − 3x3 − 2x2 − x − 3 D. -21
9. What is the quotient?
A. x3- x2 - 4x - 9 C. -21
B. x4 − 3x3 − 2x2 − x − 3 D. x-2
10. What is the process to obtain the 2nd line?

A. Subtracting x3 from (x − 2) C. Dividing x3 by (x − 2)
B. Multiplying x3 by (x − 2) D. Adding x3 by (x − 2)
Very Good! You did a good job. You’re now ready for the next set of activities.
7
Lesson
2 Division of Polynomials
Another module is set for you to explore. Some real-life situations require the
application of polynomials. Just like an engineers can use polynomials to create
building plans and entrepreneurs can use polynomials to design cost-effective
products.
Are you excited to know more about this? After going through this module,
you are expected to simplify the division of polynomials using long division and
synthetic division.
What’s In
Previously, you have learned about division of polynomials that are present and in.
Now. Let us try to look back and relate it to our discussion.
In your previous levels, you have learned the concept of dividing polynomials
same as dividing real numbers. See in the discussion below.
divisor
3
dividend← 23 ÷ 5 = 4 5 ← remainder
quotient
(6𝑥2 + 2𝑥 − 2) 𝑏𝑦 (𝑥 + 1).
6x - 4 ← Quotient
Divisor → x + 1 6x2 + 2x - 2 →
Dividend
-(6𝑥2 + 6𝑥)
_
- 4x - 2
-( -4x - 4)
2 ← Remainder
8
6𝑥2+2𝑥−2 2
= 𝑥+1+ or 6𝑥2 + 2𝑥 − 2 = (6x – 4) (x+1) +2
𝑥+1 𝑥+1
Examples: Division of polynomials
Quotient
𝑥2 - 3x + 6 ← Dividend
Divisor ← x + 1 x3 - 2x2 + 3x - 1
- (𝑥3 + 𝑥2) ←Subtract
−3𝑥2 + 3𝑥
- ( -3 𝑥 2 − 3𝑥) ←Subtract
6x - 1
- (6x + 6) ←Subtract
- 7 ←Remainder
Steps in solving division of polynomials

using long division
❖ Divide the first term to the 𝒙𝟐

dividend (𝒙𝟑) by the first x + 1 x3 - 2𝒙𝟐 + 3x - 1
term of the divisor (x)
and write the answer (𝒙𝟐)
directly above the term of
the dividend with the
corresponding variable
part.
9
❖ Multiply this quotient 𝒙𝟐 to 𝒙𝟐
the entire divisor x+1. This
x + 1 𝒙𝟑 - 𝟐𝒙𝟐 + 3x - 1
gives a product of 𝒙𝟑 + 𝒙𝟐 .
Write this product under −(𝒙𝟑 + 𝒙𝟐)
the dividend such that
each term is directly
under the corresponding
term contains the same
variable part.
❖ Subtract the product 𝒙𝟐

from the dividend. This x + 1 x3 - 2x2 + 3x - 1
gives the difference of -𝟑𝒙𝟐
-( 𝒙𝟑 + 𝒙𝟐 )
-𝟑𝒙𝟐
𝒙𝟐
❖ Bring down the next term
x + 1 x3 - 2x2 + 3x - 1
from the dividend 𝟑𝒙 to
form the expression - - (𝒙𝟑 + 𝒙𝟐 )
𝟑𝒙𝟐 + 𝟑𝒙
-𝟑𝒙𝟐 + 𝟑𝒙
❖ Repeat the process until 𝒙𝟐 - 3x + 6

all the terms in the x + 1 X3 - 2x2 + 3x - 1
dividend are used up. Stop
- (𝒙𝟑 - 𝒙𝟐 )
when the degree of the
dividend is less than the
degree of the divisor. −𝟑𝒙𝟐 + 𝟑𝒙
- ( -3 𝒙𝟐 − 𝟑𝒙)
6x - 1
- (6x + 6)
-7
What’s New
10
This module stresses on the understanding on division of polynomials
using long division. Study the problem below and answer the questions that follow.
SYNTHETIC DIVISION
Synthetic division is a shorter procedure when a polynomial is to be divided by a binomial

of the form (x-r).In this method we write only the coefficients.
Below are the important concepts and steps that you must learn in solving division of polynomials using
synthetic division.
Example: 6𝑥3 + 3𝑥2 − 2𝑥 + 4 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑏𝑦 𝑥 − 2
STEPS IN SOLVING SYNTHETIC DIVISION
Arrange the coefficients of

P(x) in descending powers of x, placing 6 3 -2 4
0s for the missing terms. The leading
coefficient of P(x) becomes the first
entry of the third row.
. Place the value of r in the

upper left corner. In this example, x - r 2 6 3 -2 4
= x – 2 = x – (+2), so r = 2 and bring
down the first coefficient of the 6
dividend (6) in the third row.
Multiply the value to the (2)

and write the product (12) in the 2 6 3 -2 4
second row under the second 12
coefficient of the dividend (3) . 6
11
Add (3) and (12) and write
the sum (15) in the third row right after
(6). 2 6 3 -2 4
12
6 15
Multiply (15) and (2) and

write the product (30) in the second 2 6 3 -2 4
row right after (12) then repeat the 12 30
process until you reach the last 6 15
number in the third row.
What is It
Below are important concepts on operation of polynomials with emphasis on

division.
A polynomial expression P(x) is an expression of the form

𝑎𝑛𝑥𝑛 + 𝑎𝑛−1𝑥𝑛−1 + 𝑎𝑛−2𝑥𝑛−2+. . . +𝑎1x + 𝑎0, 𝑎𝑛 ≠ 0
Where the nonnegative integer n is called the degree of the
polynomial and coefficient 𝑎0, 𝑎1 …, 𝑎𝑛 are real numbers.
Synthetic Division is a shorter procedure when a polynomial is to be

divided by a binomial of the form (x – r).
12
Activity 1.1 Evaluating
What’s More
Let us try to answer more challenging set of problems on division of

polynomials using long division and synthetic division.
1. If a bus moving at a constant rate travels (2x3 − x2 − 4x + 3) Km in

(x2-2x+1) hours, what is the rate of the car in km per hour.
2. Find the quotient when x3 − 6x2 + 2x + 8 is divided by (x – 3).
.
A. Use synthetic division to find the quotient and remainder in each of the
following. Write your complete solutions on a separate sheet of paper.
1. (4𝑥3 + 𝑥2 − 6𝑥 + 2) ÷ (𝑥 − 1) Quotient:
Remainder:
2. (−6𝑥4 + 𝑥2 + 2𝑥 − 2) ÷ (𝑥 − 2) Quotient:
Remainder:
3. (3𝑥3 + 2𝑥2 − 3𝑥 + 4) ÷ (𝑥 + 1) Quotient:

Remainder:
4. (4𝑥3 + 𝑥2 − 6𝑥 + 1) ÷ (𝑥 + 3) Quotient:
Remainder:
5. (−3𝑥4 + 𝑥3 − 4𝑥 + 6) ÷ (𝑥 − 2) Quotient:
Remainder:
Good job! Get ready for another learning battle ahead.
13
What I Have Learned
Here is another activity that lets you apply what you learned about determining Fill
in the blanks with the correct answers that best fits the statement.
2x3 + - 2x - 1
3
x - 1 2x4 - x - 3x2 + x - 1
3
- 2x
x3 - + x - 1
x3 - x2
- 2x2 + - 1
- 2x2 + 2x
- x -
- x + 1
- 2
- 1 -3 0 2 4 1
-3 -5
-3 3 5
14
What I Can Do
Here is another activity that lets you apply what you learned about the division of
polynomials using long division and synthetic division by relating it to real-life
situations.
Solve, then Decide

Solve the problem. Show your complete solution
➢ A rectangular garden in a backyard has an area of (3𝑥2 + 5𝑥 − 6)

square meters. Its width is (x + 2) meter
a. Find the length of the garden.

b. You decided to partition the garden into two or more smaller
congruent gardens. Design a possible model and include
mathematical concept in your design
AMAZING!!!! YOU DID A GOOD JOB…

You may now proceed to the next activity.. and have
fun…
Assessment
I hope you had a good time going over this module. For you to determine
how much you’ve learned, please identify. the divisor, dividend, and quotient
in each item below. Write your answers on the space provided.
1.
2 -1 -2 2 4
-2 -8 -12
-1 -4 -6 -8
Answer: Divisor Dividend Quotient
15
2.
2 -3 1 0 -4
-6 -10 -20
-3 -5 -10 -24
3.
2 -5 3 0 -4
-10 -14 -28
-5 -7 -14 -32
Answer: Divisor Dividend _ Quotient
4.
-1 3 1 4 -4
-3 2 -6
3 -2 6 -10
5.
-4 -1 -2 3 4
4 -8 20
-1 2 -5 24
For 6-10 Problem Solving:
Solve the following problems. Show your solutions.
6. What must be multiplied to (𝑥2 + 2𝑥 + 1) to get (𝑥4 + 𝑥3 + 𝑥2 + 3𝑥 + 2)?

7. Find the quotient when −6𝑥2 + 3𝑥 + 8 is divided by x – 2?
8. What is the quotient when 𝑥2 − 25 is divided by x – 5?
9. Suppose the area of a rectangle is (6𝑥2 − 7𝑥 + 14)square units if its
width is 2x – 5 units. What expression represent its length? How about
its perimeter?
10. A tailor earns (12𝑦2 + 𝑦 − 35) pesos for working (3y – 5) hours.
How much does he earn per hour?
Good Job! You did well on this module! Keep going!
16
Try this problem to boost your understanding on division of polynomials use

what you have learned either using long division or synthetic division.
In solving division of polynomials. WHAT do you think is the best method for
you and WHY? Try to express your insights based from what you have learned in
this module.
17
Answer Key
Evaluate
A. 1. 2x+3 km/hr
− − −
1.Quotient: 4𝑥2 + 5𝑥 1 2. 2𝑥3 3𝑥2 + 4𝑥 6
Remainder: 1
2. Quotient: -6𝑥 3 − 12𝑥 2 − 23𝑥 − 44
Remainder:-50
3. Quotient 3𝑥 2 + 5𝑥 + 2
Remainder: 2
4. Quotient: 4𝑥2 − 11𝑥 + 27
Remainder:-80
5. Quotient:-3𝑥 3 − 5𝑥 2 − 10𝑥 − 24
18
Assessment
-
1. A.divisor: x 2 6. 2X+3
10
-
B. dividend : -𝑥3 − 2𝑥2 + 2𝑥 + 4 7. 6x 9 -
𝑥− 2
C.quotient: −𝑥2 − 4𝑥 − 6 8. x+5
34
-
2. A..divisor: x 2 9. 3x +4 +
2𝑥− 5
−
-
B. dividend : 3 𝑥3 + 𝑥2 + 0𝑥 4 10. 4y -1
C.quotient: −3𝑥 2 − 5𝑥 − 10
-
3. A..divisor: x 2
−
B. dividend : -5𝑥 3 + 3 𝑥 2 + 0 𝑥 4
− − −
C.quotient : 5𝑥 2 7𝑥 14
4. A..divisor: x+1
−
B. dividend: 3𝑥 3 + 𝑥 2 + 4𝑥 4
C.quotient: 3𝑥2 − 2𝑥 + 6
5 A..divisor: x+4
-
B. dividend : 𝑥3 − 2 𝑥2 + 3 𝑥 + 4
C.quotient: −𝑥2 + 2𝑥 − 5
References
Mathematics Learning Module for Grade 10

Teachers Guide
https://en.m.wikipedia.org
https://owlcation.com
19
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recommendations.

Telefax No.: (083) 2288825/ (083) 2281893

10
Mathematics
Prove Remainder Theorem, Factor
Theorem, and Rational
Root Theorem
(M10ALIg-2)
Quarter 1 – Module 9: Prove Remainder Theorem, Factor Theorem, and Rational Root
Theorem
First Edition, 2020
over them.

Writer: Janine Rose F. Garcia

Telefax: (083) 2288825/ (083) 2281893
each task.
Thank you.
What I Need to Know
how to use the remainder and factor theorem in finding the remainders and factors
of polynomial divisions. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is consisting of three lessons, namely:

• Remainder Theorem;
• Factor Theorem; and
• Rational Root Theorem.

1. prove the Remainder Theorem, Factor Theorem and Rational Root Theorem;
2. find remainder using Remainder Theorem and Factor Theorem;
3. evaluate polynomials using substitution;
4. determine whether (x – r) is a factor of polynomials; and
5. find possible rational root, rational root of polynomials.
5
What I Know
Let us check your prior knowledge about Remainder Theorem and Factor Theorem.
Choose and write the letter of the best answer on a separate sheet of paper.
1. What is the remainder when 𝑥4 − 3𝑥2 + 𝑥 − 2 is divided by x + 1?

A. -6 B. -5 C. -4 D. -3
2. In the given polynomial 2𝑥4 − 16𝑥3 + 8𝑥2 + 4𝑥 − 12 = 0, identify the constant

term?
A. 21 B. 12 C. -12 D. -16
3. What is the value of p in the expression 3𝑥2 − 𝑝𝑥 + 6 that leaves a remainder

of 3 when divided by x – 3?
A. 20 B. 15 C. 10 D. 5
4. What is the leading coefficient of the polynomial 3𝑥3 + 6𝑥2 + 9𝑥 − 6 = 0?

A.9 B. 6 C. -6 D. 3
5. Which of the following is the remainder when the polynomial 𝑥2 − 3𝑥 + 1 is

divided by a binomial (x – 5)?
A. 1 B. 2 C. 5 D. 11
6. Aside from the (x – 2) and (x + 1), what is the other factor of the polynomial
𝑥3 + 2𝑥2 − 5𝑥 − 6?
A. (x – 1) B. (x – 2) C. (x – 3) D. (x + 3)
2+4𝑥−8
7. If the ratio 𝑥 is the place in the form q(x) + 𝑟 , where q(x) is a polynomial,
𝑥−2 𝑥+3
then which of the following is the correct value of r?
A. 5 B. 2 C. 3 D. 4
8. How many possible rational roots does the polynomial 𝑝(𝑥) = 2𝑥3 − 8𝑥2 +
2𝑥 − 1 have?
A. 4 B. 5 C. 6 D. 7
9. When the polynomial p(x) was divided by the factor of x – 3 the result was x +
5 . Which of the following is the value of p(7)?
𝑥−3
A. 11 B. 7 C. 3 D. It does not exist
10. What are the factors of the polynomial 𝑝(𝑥) = 3𝑥3 − 4𝑥2 − 5𝑥 + 2?
A. (x – 2) (x + 2) (x – 1)
B. (3x – 1) (x - 2) (x + 1)
C. (2x + 1) (x – 2) (x + 2)
D. (x + 2) (x – 2) (x + 1)
6
11. Which of the following binomials is a factor of the quadratic 𝑥2 − 5𝑥 + 36?
A. x - 5 B. x + 4 C. x + 2 D. x + 3
12. Which of the following linear expression is a factor of the cubic polynomial
𝑥3 + 9𝑥2 + 16𝑥 − 12?
A. x + 2 B. x + 6 C. x – 1 D. x – 3
13. Let p(x) = 2𝑥4 − 3𝑥3 + 4x – 5. What is the value of p (1)?

A. -3 B. 3 C. 2 D. -2
14. Which expression is a factor of the following polynomial p(x) = 𝑝(𝑥) = 𝑥3 − 𝑥2 −

24𝑥 − 36?
A. x – 3 B. x + 7 C. x + 3 d. x – 7
15. Which example correctly illustrates the factor theorem?

𝐴. 𝑝(𝑥) = 2𝑥3 − 5𝑥2 + 4𝑥 − 1; p = 0, so x + 1 is a factor of p(x)
𝐵. 𝑝(𝑥) = 2𝑥3 − 5𝑥2 + 4𝑥 − 1; p (1) = 0, so x + 1 is a factor of p(x)
𝐶. 𝑝(𝑥) = 2𝑥3 − 5𝑥2 + 4𝑥 − 1; p (2) = 5, so x - 2 is a factor of p(x)
𝐷. 𝑝(𝑥) = 2𝑥3 − 5𝑥2 + 4𝑥 − 1; x - 1 is a factor of p(x), so p (1) = 0
7
Lesson Prove Remainder Theorem,
9 Factor Theorem, and
Rational Root Theorem
This section discusses the historical method of solving higher degree
polynomial equations.
What’s In
In your previous lesson, you learn how to solve polynomials using long
division and synthetic division.
Long Division Synthetic Division

𝑥2 + 2𝑥 − 8
𝑥 + 2 ⟌𝑥3 + 4𝑥2 − 4𝑥 − 16 -2 │ 1 4 -4 -16
- 𝑥3 + 2𝑥2 -2 -4 16
2𝑥2 − 4𝑥 1 2 -8 0
- 2𝑥2 + 4𝑥
−8𝑥 − 16
-8𝑥 − 16
0
What’s New
This module focuses another method in finding the remainder when a

polynomial p(x) is divided by a binomial x - r. You will also learn a method of
determining whether or not x - r is a factor of a given polynomial and determine the
rational solutions to polynomial equations.
Fill in the blanks with words and symbols that will best complete the
statement.
𝑃(𝑥) 𝑅
= 𝑄(𝑥) +
𝑥−𝑟 𝑥−𝑟
When P(x) is divided by x − r, the remainder is 0 or has a degree the
degree of x – r, which means the remainder is a _.
Nice one! The activity shows the proof of Remainder Theorem.
You are now ready to discover more about Remainder Theorem!
8
What is It
The Remainder Theorem. It is another method in finding the remainder.

Simply change the sign of “r” in (x – r) and substitute into the given polynomial P(x).
To check the remainder, use the synthetic division.
Example 1. Find the remainder when 𝑃(𝑥) = (𝑥3 − 2𝑥2 − 5𝑥 − 8) divided by (x – 2)
Solution: Therefore, the remainder when 𝑃(𝑥) = (𝑥3 − 2𝑥2 − 5𝑥 − 8 is divided by x – 2

is -18.
Example 2. Find the remainder when P(x) = 𝑃(𝑥) = 2𝑥2 − 4𝑥 + 6 is divided by (x + 1).
Solution:
Remainder Theorem Synthetic Division
(x – r)
(x+1)→ 𝑐ℎ𝑎𝑛𝑔𝑒 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑟, 𝑓𝑟𝑜𝑚 1 𝑡𝑜 − 𝟏 -1 -2 -4 6
-2 6
𝑃(𝑥) = 2𝑥2 − 4𝑥 + 6, r = -1 -2 -6 12
𝑃(−1) = 2(−1)2 − 4(−1) + 6
𝑃(−1) = 2(1) + 4 + 6
𝑃(−1) = 2 + 4 + 6
𝑷(−𝟏) = 𝟏𝟐
Therefore, the remainder when 𝑃(𝑥) = 2𝑥2 − 4𝑥 + 6 is divided by (x + 1) is 12.
The remainder P(r) when polynomial P(x) is divided by binomial (x – r) is 0, it means

that x – r is a factor of P(x). Similarly, P(r) = 0. The idea is illustrated by Factor
Theorem.
The Factor Theorem is a special case of the Remainder Theorem where the
remainder P(r) = 0. P(x) has a factor (x - r) if and only P(r) = 0.
Fill in the blanks with words and symbols that will best complete the
statement.
Given the polynomial P(x), if (x – r) is a factor of P(x), then P(r)= .

Similarly, if P(r)=0, then (x – r) is a factor of .
Good Job! Now let us see how the Factor Theorem is used in the given example.
9
Example 1. Show that (x – 2) is a factor of 𝑃(𝑥) = 𝑥3 − 5𝑥2 + 6𝑥
Solution:
Factor Theorem Synthetic Division
(x – r)
(x – 2) → 𝑐ℎ𝑎𝑛𝑔𝑒 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑟, 𝑓𝑟𝑜𝑚 − 2 𝑡𝑜 𝟐 2 1 -5 6 0
2 -6 0
𝑃(𝑥) = 𝑥3 − 5𝑥2 + 6𝑥, r = 2 1 3 0 0
𝑃(2) = (2)3 − 5(2)2 + 6(2)
𝑃(2) = 8 − 5(4) + 12
𝑃(2) = 8 − 20 + 12
𝑷 ( 𝟐) = 𝟎
Since P(2) = 0, then (x – 2) is a factor of 𝑃(𝑥) = 𝑥3 − 5𝑥2 + 6𝑥.
Example 2. Given that (x + 2) is a factor of the polynomial, 𝑃(𝑥) = 𝑥3 − 𝑝𝑥2 − 𝑥 + 30

find p.
Solution:
(x – r)
(x + 2) → 𝑐ℎ𝑎𝑛𝑔𝑒 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑟, 𝑓𝑟𝑜𝑚 2 𝑡𝑜 − 𝟐 𝑃(𝑥) = 𝑥3 − 𝑝𝑥2 − 𝑥 + 30
𝑃(𝑥) = 𝑥3 − 6𝑥2 − 𝑥 + 30
𝑃(𝑥) = 𝑥3 − 𝑝𝑥2 − 𝑥 + 30, r = -2
= (−2)3 − 𝑝(−2)2 − (−2) + 30 𝑃(−2) = (−2)3 − 6(−2)2 − (−2) + 30
= −8 − 4𝑝 + 2 + 3 𝑃(−2) = (−2)3 − 6(−2)2 − (−2) + 30
−4𝑝 = −24 𝑃(−2) = −8 − 6(4) + 2 + 30
𝒑=𝟔 𝑃(−2) = −8 − 24 + 2 + 30
𝑷(−𝟐) = 𝟎
Therefore, the value of p in the given polynomial 𝑃(𝑥) = 𝑥3 − 𝑝𝑥2 − 𝑥 + 30 is 6 and its
remainder is 0.
10
Factor Theorem can also be used in finding the roots of the polynomial equations
since P(r) = 0, then (x – r) is a factor of P(x).
Example 1: Is x = 9 a root of the polynomial equation 2𝑥4 − 17𝑥3 − 9𝑥2 = 0?
Solution:
Synthetic Division
Trial 1: -9 2 -17 -9 0 0
-18 315 -2754 24786
2 -35 306 -2754 24786
The remainder is 24786. Therefore, -9 is not a root of the equation.
Trial 2: 9 2 -17 -9 0 0
18 9 0 0
2 1 0 0 0 → 𝑑𝑒𝑝𝑟𝑒𝑠𝑠𝑒𝑑 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛
The remainder is 0. Therefore, 9 is a root of the equation.
Remainder Theorem Synthetic Division

(x – r)
(x – 2) → 𝑐ℎ𝑎𝑛𝑔𝑒 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑟, 𝑓𝑟𝑜𝑚 − 2 𝑡𝑜 𝟐 2 1 -2 -5 -8
2 0 -10
𝑃(𝑥) = 𝑥3 − 2𝑥2 − 5𝑥 − 8, r = 2 1 0 -5 -18
𝑃(𝑥) = (23) − 2(2)2 − 5(2) − 8
𝑃(2) = 8 − 2(4) − 10 − 8
𝑃(2) = 8 − 8 − 10 − 8
𝑷(𝟐) = −𝟏𝟖
Depressed Equation are also the roots of the given polynomial 2𝑥4 − 17𝑥3 −
1
9𝑥2 = 0. The roots of depression 2𝑥3 + 𝑥2 = 0 are 0 and − .
2
1
Therefore, the roots of polynomial 2𝑥4 − 17𝑥3 − 9𝑥2 = 0 are 9, 0, − .
2
Since 9 is a root of the polynomial 2𝑥4 − 17𝑥3 − 9𝑥2, we need to find the other roots.
Trial and error is a time consuming, it is not always easy to guess the roots of
polynomial. Let’s limit the roots in easy way. The next activity will demonstrate this.
Fill in the blanks with words and symbols that will best complete the statement.
Let anxn + an-1xn-1+ an-2xn-2 + … + a2x2 + a1x + a0 = 0, where an ≠ 0 and ai is

an integer for all i, 0 ≤ I ≤ n, be a polynomial equation of degree n. If 𝑝,
𝑞
in lowest terms, is a rational root of the equation, then is a factor
of a0 and is a factor of an.
Good Job! You are now ready to explore about Rational Root Theorem.
11
The Rational Root Theorem provides a complete list of possible rational roots of
the polynomial equation anxn + an–1xn–1 + ··· + a2x2 + a1x + a0 = 0 where
all coefficients are integers.
To know the list of all possible rational root, simply divide the constant term (p)
to the leading coefficient (q) in the given polynomial, where p and q are integers.
Example 1. List all possible rational roots of 𝑥3 + 𝑥2 − 4𝑥 − 4 = 0
𝑥3 + 𝑥2 − 4𝑥 − 4 = 0
Leading coefficient (q) Constant term (p)

Factor of 1: Factor of 4:
±1 ±1, ±2, ±4
𝑝 ±1, ±2, ±4
=
𝑞 ±1
Possible roots: 𝑝 = ±1, ±2, ±4

𝑞
Example 2. Find all the roots of 𝑦 = 𝑥4 + 5𝑥3 + 5𝑥2 − 5𝑥 − 6.
Using Rational Root Test the possible roots: ±1, ±2, ±3, ±6
Let's factor using synthetic division:
1 1 5 5 -5 -6
1 6 11 6
1 6 11 6 0
Our polynomial is now 𝑦 = (𝑥 − 1)(𝑥3 + 6𝑥2 − 11𝑥 + 6)
𝑦 = (𝑥 − 1)(𝑥 + 3)(𝑥 + 2)(𝑥 + 1)
Our original polynomial, 𝑦 = 𝑥4 + 5𝑥3 + 5𝑥2 − 5𝑥 − 6, has become 𝑦 = (𝑥 − 1)(𝑥 +

3)(𝑥 + 2)(𝑥 + 1)
Our roots are x = 1, -1, -2, and -3.
12
What’s More
Using the Remainder Theorem, find the remainder when the given
polynomial is divided by each of binomial. Check using synthetic division. State
whether or not a binomial is a factor of polynomial.
1. 𝒙𝟑 + 𝟐𝒙𝟐 − 𝟒𝒙 − 𝟖
A. (x -1) B. (x + 1) C. (x – 2)
2. 𝒙𝟑 + 𝟒𝒙𝟐 − 𝟏𝟒𝒙 − 𝟐𝟏
A. (x + 2) B. (x – 3) C. (x + 3)
3. 𝟑𝒙𝟑 − 𝟏𝟗𝒙𝟐 + 𝟑𝟑𝒙 − 𝟗 = 𝟎
A. (x – 3) B. (x – 2) C. (x – 1)
4. 𝒙𝟑 − 𝟔𝒙𝟐 + 𝟏𝟏𝒙 − 𝟔 = 𝟎
A. (x – 3) B. (x – 2) C. (x – 1)
5. 𝒙𝟒 − 𝟓𝒙𝟐 + 𝟒 = 𝟎
A. (x -1) B. (x + 1) C. (x – 2)
What I Have Learned?
Here is another activity that lets you apply what you have learned about
Remainder Theorem.
A. Find the remainder using Remainder Theorem.
1. 𝑝(𝑥) = 𝑥3 + 2𝑥2 − 15𝑥 − 36 𝑎𝑡 𝑥 = −3
2. 𝑝(𝑥) = 𝑥4 + 3𝑥3 − 16𝑥2 + 2𝑥 − 7 𝑎𝑡 𝑥 = 3
3. 𝑝(𝑎) = 𝑎3 + 5𝑎2 + 10𝑎 + 22 𝑎𝑡 𝑎 = −2
4. 𝑝(𝑥) = 𝑥5 − 15𝑥3 − 58𝑥2 + 12𝑥 + 12 𝑎𝑡 𝑥 = 7
13
5. 𝑝(𝑥) = 𝑥3 + x2 − 5x − 6 at x = 2
6. 𝑝(𝑥) = 𝑥4 + 5𝑥3 + 11𝑥2 + 25𝑥 + 29 𝑎𝑡 𝑥 = −3
7. 𝑝(𝑥) = 𝑥4 + 11𝑥3 + 22𝑥2 + 24𝑥 + 12 𝑎𝑡 𝑥 = −1
8. 𝑝(𝑏) = 6𝑏4 + 12𝑏3 + 22𝑏2 + 13𝑏 + 3 𝑎𝑡 𝑏 = −3
9. 𝑝(𝑣) = 6𝑣3 + 42𝑣2 − 50𝑣 − 20 𝑎𝑡 𝑣 = −8
10. 𝑝(𝑥) = 4𝑥3 − 9𝑥2 + 8𝑥 + 3 𝑎𝑡 𝑥 = 2
What I Can Do
Here is another activity that lets you apply what you learned about the Factor
Theorem.
Using Factor Theorem, determine if the given binomial is a factor of the

polynomial
1. (𝑥4 − 𝑥3 − 24) ÷ (𝑥 + 2)
2. (𝑥5 + 𝑥4 − 2𝑥3 + 2x + 4) ÷ (x + 2)
3. (5𝑥4 − 23𝑥3 + 20x2 − 32) ÷ (x − 4)
4. (𝑛3 + 2𝑛2 − 25𝑛 − 50) ÷ (𝑥 + 5)
5. (𝑥4 − 2𝑥2 + 𝑥 − 66) ÷ (x − 3)
6. (𝑛4 − 16n3 + 18𝑛2 − 128 ÷ (n + 2)
7. (𝑛4 − 3𝑛3 + 4𝑛2 + 4) ÷ (x − 2)
8. (5𝑘3 − 38𝑘2 + 19𝑘 + 14) ÷ (5𝑘 + 2)
9. (𝑝3 − 6𝑝2 + 16𝑝 − 21) ÷ (𝑥 − 3)
10. (𝑥5 + 3𝑥3 + 2𝑥4 + 5𝑥 + 10) ÷ (𝑥 + 2)
Find possible rational root, rational root of polynomials
14
1. 𝑥3 + 𝑥2 − 5𝑥 + 3 = 0
2. 𝑥3 − 7𝑥2 + 11𝑥 − 5 = 0
3. 𝑥3 + 4𝑥2 + 5𝑥 + 2 = 0
4. 2𝑥3 − 5𝑥2 + 4𝑥 − 1 = 0
5. 3𝑥3 + 11𝑥2 + 5𝑥 − 3 = 0
6. 4𝑥3 − 16𝑥2 + 9x + 9 = 0
7. 3𝑥4 − 10𝑥3 − 24𝑥2 − 6𝑥 + 5 = 0
8. 𝑥4 + 7𝑥3 + 11𝑥2 − 7𝑥 − 12 = 0
9. 𝑥7 − 8𝑥4 + 𝑥3 − 8 = 0
10. 𝑥4 − 5𝑥2 + 4 = 0
Nice work! Now you’re up for the final challenge of this module
Assessment
much you’ve learned, please answer the questions by choosing the letter of the best
answer.
1. What is the remainder when 4𝑥3 − 3𝑥2 + 2𝑥 − 4 is divided by x + 1.
A. x + 13 B. x – 13 C. x – 31 D. x + 31
2. Use the Remainder Theorem, what is the remainder when 𝑥4 − 3𝑥2 + 4𝑥 −

12 is divided by x - 3.
A. 12 B. 34 C. 43 D. 54
3. What number should be added to 𝑥2 + 5 so that the resulting polynomial

leaves the remainder 3 when divided by x + 3?
A. -9 B. -10 C. -11 D. -12
4. Find the value of k if the remainder is -3 when 𝑘𝑥3 + 8𝑥2 − 4𝑥 + 10 is divided

by x +1.
15
A. 24 B. 25 C. 26 D. 27
5. What is the other factor of 𝑝(𝑥) = 𝑥3 + 3𝑥2 − 16𝑥 − 48 at x = -3?

A. x+5 B. x + 4 C. x + 2 D. x – 2
6. 6. In polynomial 3𝑥6 + 7𝑥4 + 2𝑥 what is the leading coefficient?

A. 7 B. 6 C. 4 D. 3
7. Given that x − 2 is a factor of the polynomial 𝑥3 − 𝑘𝑥2 − 24𝑥 + 28, find k of

this polynomial ?
A. -5 B. -4 C. -3 D. -2
8. Consider the polynomial 𝑝(𝑥) = 𝑥3 − 4𝑥2 + 𝑎𝑥 − 3, find all the factors of p(x)?
A. (x – 3) and (𝑥2 − 𝑥 + 1) C. (x – 3) and (𝑥2 + 𝑥 + 1)
B. (x – 3) and (𝑥 − 𝑥 − 1)
2 D. (x – 3) and (𝑥2 + 𝑥 − 1)
9. What is the other roots 𝑥4 − 𝑥3 − 7𝑥2 + 13𝑥 − 6 = 0?

A. -3, -1 and 2 C. 3, -1 and -2
B. 3,-1,and -2 D.-3, 1 and 2
10. In the equation, 𝑥3 + 6𝑥2 + 10𝑥 + 3 = 0 what is the only rational root?
A. 3 B. -3 C. 2 D. -2
For numbers 11-15, tell whether the statement is TRUE or FALSE.

1. The only way to find the remainder of a polynomial is synthetic division.
2. If P(r) = 0, then (x – r) is a factor of P(x).
3. The only rational root of the equation 𝑝(𝑥) = 3𝑥3 + 9𝑥2 + 4𝑥 + 12 is -3.
4. The polynomial 𝑝(𝑥) = 2𝑥3 + 9𝑥2 + 19𝑥 + 15 has a rational root of –3.
2
5. One of the factor of 𝑥3 − 9𝑥2 = 0 is (x – 9).
Good Job! You did well on this module!
16
The dimensions of a rectangular metal box are 3cm, 5cm, and 8cm. If the first
two dimensions are increased by the same number of centimeters, while the third
dimension remains the same, the new volume is 34cm 3 more than the original
volume. What is the new dimension of the enlarged rectangular metal box?
17
Answer Key
18
Mathematics 10, Learner’s Module pages: 60, 70, 76, 91, 94
References
Additional
What’s New Activities
Fill in the blanks with words Let:
What I Can Do
and symbols that will best
complete the statement. x = the amount of increment
1. Factor
When P(x) is divided by x − r,
2. Factor x + 3 = height of the new
the remainder is 0 or has a
3. Factor box
4. Factor
degree less than/< the x + 5 = width of the new box
–
5. Not Factor
degree of x r, which means
6. Not Factor Solution:
the remainder is a constant. 7. Factor
Fill in the blanks with 8. Factor = 8 (x+3) (x+5) = (3)(5)(8)+34
words and symbols 9. Factor
10. Factor = 8 (X2 +8x +15) = 154
that will best
complete the = 8x2 +64x +120 = 154
statement.
–
1. Pos.Root:±1, ±3 = 8x2 +64x 34 = 0

−
Given the polynomial Root: 3,1
-
–
r) is a 2. Pos.Root:±1,±5 = 4x2 +32x 17
P(x), if (x
factor of P(x), then P(r)= Root:1,5
= (2x – 1) (2x + 17)
0 . Similarly, if P(r)= 0, 3. Pos.Root:±1,±2
- -
then
–
Root: 1,2 Since the dimension cannot

(x r) is a factor of P(x). 1 1
4. Pos.Root:±1,± be negative, take x=2 as the
2
Fill in the blanks with Root:1, 1 amount of increment.
2
words and symbols 5. Pos.Root:±1,±
that will best 1
complete the , ±3
3
statement. Root:-3,- 1, 1
-
2
- -
Le t a xn + a 1 xn 1+ a 6. Pos.Root: What I have
n n n
-
2 xn 2+ … + a 2x 2 + a 1 x + ±1, ±3, ±9 Learned
a 0 = 0, where a n ≠ 0 and 1 1 3
ai is an integer for all i, ± 2 , ± 4 , ± 2, 1. R=0, Factor
0 ≤ I ≤ n, be a 3 9 9
polynomial equation of ± , ± ,± 2. R=17, Not Factor
41 32 4
degree n. If 𝑝, in lowest Root:- , ,3
𝑞 2 2 3. R=14, Not Factor
terms, is a rational root
7. Pos.Root:±1,±5 -
of the equation, then p ± 1 ,± 5 4. R= 2, Not Factor
3 3
is a factor of a 0 and q is 1
-
-
a factor of a n Root: 1, ,5 5. R= 4, Not Factor
3
8. Pos.Root:±1,±2,
-
±3, ± 4 ± 6, ±12 6. R= 1, Not Factor
Root:-4,-3,-1,4
9. Pos.Root: 7. R=O, Factor
±1, ±2, ±4, ±8
Root:2 8. R=0, Factor
10. Pos.Root: -
9. R = 4. N ot Factor
±1, ±2, ±4
11. Root:±1 , ±2 10.R=15, Not Factor
Disclaimer
recommendations.

Telefax No.: (083) 2288825/ (083) 2281893

10
Mathematics
Polynomial Expression
and Equation
Quarter 1 – Module 10: Polynomial Expression and Equation
First Edition, 2020
over them.

Writer: Danilo D. Meguiso / Samir U. Madindog
Reviewer: Nora B. Mendoza /Maureen Socorro N. Muñasque/


Telefax: (083) 2288825/ (083) 2281893
studies and learn while at home. Activities, questions, directions, exercises, and discussions
are carefully statedfor you to understand each lesson.
discover andunderstand the lesson prepared for you.
each activity and test. We trust thatyou will be honest in using these.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separatesheet of paper in answering the exercises and tests. Read the instructions carefully
Thank you.
What I Need to Know
factoring polynomials and Illustration of Polynomial Equation. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is divided into two topics, namely:

A. Factors of Polynomials
 Lesson 1-Factor polynomials
B. Illustrates Polynomial Equation
 Lesson 1 – Definition and concept of polynomial equation;

 Lesson 2 – Types of polynomial equation;
 Lesson 3 – Finding the roots using Zero product Property and Factor Theorem
 Lesson 4 – Creating polynomial equation given the roots

1. Factor polynomials;
2. define and understand the concept of polynomial equation;
3. identify the types of polynomial equation;
4. apply the zero-product property and factor theorem in finding zeros;
5. create polynomial equation given the roots.
1
What I Know
A. Let us check your prior knowledge about factoring polynomials. Choose and write
the letter of the correct answer on a separate sheet of paper.
1. What do we call a polynomial with three terms?

A. monomial B. binomial C. trinomial D. expression
2. What is the common factor of a polynomial 5x4 + 10x3 + 15x2?

A. 5x B. 5x2 C. 5x3 D. 5x4
3. How many terms does binomial have?

A. 1 B. 2 C. 3 D. 4
4. Find the factors of 8x4 + 24x3.

A. 8x3 (x + 3) B. 8x2 (x2 + 3) C. 8x (x3 + 3) D. 8 (x4 + 3)
5. What are the factors of 3x3 – 48x?

A. 3x(x + 4)(x + 4) B. 3x(x-4)(x-1 ) C. 3x(x + 4)(x-1)
-
D.3x(x + 4)(x-4) –
6. Find the factors of x2 + 18x + 81.

A. (x + 27)(x + 3) B. (x + 9)(x + 9) C. (x -27)(x -3) D. (x - 9)(x - 9)
7. Find the value of x :(𝑥 + 4)( 𝑥2-𝑥-2) = 0

a. -4, 1, 2 b. -4,-1, 2 c. 4,-1,-2 d. -4, 1,-2
8. Find the roots of 2𝑥(𝑥2 − 36) = 0

a. 0, 6, 6
-
b. 0, 4, 9 c. 0, 4, 9
-
d. 0, 4, 9 -
9. Find the zeros of (𝑥 + 8 )(𝑥 - 7)(𝑥2 )(𝑥2 - 5𝑥 + 6) = 0

7, 3, 2 - -
b. 8, 7, 3, 2
-
c. 8, 7, 3, 2 - -
d. 8, 7, 3, 2
-
10. F i n d t h e z e r o s o f (3𝑥 + 1) 2(𝑥 + 7)(𝑥 2) = 0

−
a. -1/3, 1/3,7,2 b. 1/3,1/3,7,2 1/3, 7,2

- -
d. 1/3,1/3,7,2
-
2
1
In the previous lesson, you learned how to multiply and divide polynomials.
A. Multiplying Polynomials
1. x (x + 3) = x(x) + x(3) -------------------distributive property

= x2 + 3
2. (2x + 3) (3x + 5) = 2x(3x) + 2x(5) + 3(3x) + 3(5)

= 6x2 + 10x + 9x + 15
= 6x2 + 19x + 15
3. (x2 + 5x + 6) (x – 1) = x3 + 5x2 + 6x – x2 – 5x – 6
= x3 + 4x2 + x – 6
B. Dividing Polynomials
a. by long division b. by synthetic division
x+3
x+2 √𝑥2+ 5𝑥 + 6 −2 1 5 6
𝑥2 +3𝑥 -2 -6
3x + 6 1 3 0
3x + 6
0
Checking: Multiply the divisor by the attained quotient to get the

polynomial. (Recall multiplying polynomials)
(x + 2) (x + 3) = x2 + 2x + 3x + 6
= x2 + 5x + 6
3
What’s New
This module focuses on factoring polynomials.
Fill in the blanks with words and symbols that will best complete the statement.
A polynomial is made up of one, two or more terms. Polynomial with one

term is called , with two terms is and polynomial with
three terms is called .
Nice one! The activity shows the product and quotient of polynomials.
You are now ready to discover more about Factors of Polynomials!
What is It
To factor any polynomial is to express it as a product of two or more

polynomials which are irreducible, that is, polynomials which cannot be factored
into polynomials of lower degree. There are several techniques to consider:
A. Common Factor of Highest Degree

Factor 4x3 – 8x2
Solution: 4x3 – 8x2 = 4x2 (x – 2) → 4x2 is the common factor of

highest degree
B. Difference of Squares
Factor 5x3 -125x
Solution: 5x3 -125x = 5x (x2 – 25) → 5x is the common factor

= 5x (x + 5) (x – 5) → difference of squares
REMEMBER
The pattern for difference of squares is:
(a2 – b2) = (a – b) (a + b)
C. Quadratic Trinomial
Factor x2 – 2x - 35
Solution: x2 – 2x – 35 = (x – 7) (x + 5) → trial and error
D. Perfect Square Trinomial

a. Factor x2 + 20x + 100
Solution: x2 + 20x + 100 = (x + 10) (x + 10)
= (x + 10)2 → square of a binomial
b. Factor x2 – 20x + 100
Solution: x2 – 20x + 100 = (x – 10) (x – 10)
= (x – 10)2 → square of a binomial
REMEMBER
The patterns for perfect square trinomial are:
a2 + 2ab + b2 = (a + b)2
a2 – 2ab + b2 = (a – b)2
E. Difference and Sum of Cubes

a. Factor x3 – 8
Solution: x3 – 8 = x3 – 23 → difference of cubes
= (x – 2) (x2 + 2x + 4)
5
b. Factor 8x3 + y3
Solution: 8x3 + y3 = (2x)3 + y3 → sum of cubes
= (2x + y) (4x2 – 2xy + y2)
REMEMBER
The patterns for difference and sum of cubes are:
a3 – b3 = (a – b) ( a2 + ab + b2)
a3 + b3 = (a + b) ( a2 – ab + b2)
F. Grouping
Factor x4 – 2x3 + 3x – 6
Solution: x4 – 2x3 + 3x – 6 = (x4 – 2x3) + (3x – 6) → group binomials
= x3 (x – 2) + 3 (x – 2) → x3 and 3 are common
factors
= (x – 2) (x3 + 3) → (x- 2) is a common
binomial factor
Good Job! Now let us see how the techniques are used.
What’s More
Using the techniques in factoring polynomials, find the factors of the

following polynomials and state the technique being used.
1. 64x3 + 27
2. 25x2 – 70x + 49
3. 8x3y – 50y3x
4. y3 – 125
6
What I Have Learned
Here is another activity that you may apply what you have learned about
factoring polynomials.
Use the technique in factoring the polynomials as indicated below.
1. Factor 8x3y2z + 12x2yz2 + 16xy3z3 (Common factor of highest degree)

2. Factor c3–1 ( difference of cubes )
3. Factor c3 + 1 ( sum of cubes )
4. Factor 3x2y2 – 12 ( difference of squares )
What I Can Do
Here is another activity that lets you apply what you learned about the factors
of polynomials.
State if the following factors are factors of the given polynomial.
1. 2x2 -3x – 20 = ( 2x + 5 ) ( x – 4 )
2. 100x2 – 20xy + y2 = ( 10x – y ) ( 10x + y )
3. b3 – c3 = ( b – c ) ( b2 + bc + c2 )
4. k3 + 8m3 = ( k + 2m ) ( k2 - 2km + 4m2
7
Great Job! You are now ready to start with a new lesson. Do you know that
polynomial equations play a vital role in Mathematics. In this module you are going
to learn how to illustrate polynomial equations.
What’s In
Let us remember that in your previous lesson, you have learned how to find
roots using Factor Theorem and Rational Root Theorem. Let us have a short review,
are you ready?
The Factor Theorem states that a polynomial P(x) has a factor (x - r) if and
only P(r) = 0. It is a special case of the Remainder Theorem where the remainder P(r)
= 0. It is used as a linking factor and zeros of the polynomial.
Example: Given that (x – 2) is a factor of the polynomial,𝑥3 − 𝑘𝑥2 − 24𝑥 + 28 find

k.
Solution:
P(2) = 23 −𝑘(2)2−24(2) + 28 = 0 2 1 3 -24 28

8 − 4𝑘 − 48 + 28 = 0 2 10 -28
−4𝑘 = 12 1 5 14
-
0
𝑘 = −3
Therefore, the value of k in the given polynomial 𝑥3 − 𝑘𝑥2 − 24𝑥 + 28 is -3 and its
remainder is 0.
8
What’s New
This module focuses on illustrating polynomials equation and finding the roots.
Some polynomial equations are given below. Complete the table by identifying the
degree and the number of real roots. The first one is done for you.
Polynomial Equation Degree No. of Real

Roots
1. (𝑥 + 1)2(𝑥 − 5) = 0 3 3
2. 𝑥 − 8 = 0
3. (𝑥 + 2)(𝑥 − 2) = 0
4. (𝑥 − 3)(𝑥 + 1)(𝑥 − 1) = 0
5. 𝑥(𝑥 − 4)(𝑥 + 5)(𝑥 − 1) = 0
6. (𝑥 − 1)(𝑥 − 3)3 = 0
7. (𝑥2 − 4𝑥 + 13)(𝑥 − 5)3 = 0
8. (𝑥 + 1)5(𝑥−1)2
9. (𝑥2 + 4)(𝑥 − 3)3 = 0
6
10. (𝑥 √2)6(𝑥 + √2) = 0
−
Nice one! The activity shows the relationship between the number of roots and
the degree of a polynomial equation.
You are now ready to discover more about Polynomial Equation!
9
What is It
Below are some important matters that we need to discuss in order for you to
understand polynomial equation. Read carefully and understand all salient point written
on this part of the module.
POLYNOMIAL EQUATION
A polynomial equation is an equation that has multiple terms made up of

numbers and variables. Usually, it is expressed in the form 𝑎𝑛(𝑥𝑛), where 𝑎 is the
coefficient, 𝑥 is the variable, and 𝑛 is the exponent. The value of the exponent should
always be a positive integer.
If we expand the polynomial equation we will get the general expression,
𝑓(𝑥) = 𝑎𝑛𝑥𝑛 + 𝑎𝑛−1𝑥𝑛−1 + 𝑎𝑛−2𝑥𝑛−2 + ⋯ + 𝑎1𝑥 + 𝑎0
Examples of Polynomial Equation
1. 3𝑥 + 4 = 0
2. 2𝑥2 + 3𝑥 + 1 = 0
3. 𝑥3 + 4𝑥2 + 2𝑥 + 6 = 0
In the example number 3, 𝑥3 + 4𝑥2 + 2𝑥 + 6 = 0, the degree is 3, the leading

coefficient is 1, and the constant is 6. To understand these terms let’s define
them one-by-one.
 Degree of the Polynomial – is the highest among the degrees (exponents) on

the equation.
 Leading Coefficient – is the number written in front of the variable with the
largest exponent.
 Constant – is the term of degree 0; it is the term in which the variable does
not appear.
TYPES OF POLYNOMIALS
1. Monomials – Monomials are the algebraic expressions with one term.
It is an expression that contains any count of like terms.
Examples:
5x2 8x 6xy -3y 4x+2x
Note: 4x + 2x is considered as monomial because we can combine like terms,

therefore, it is considered as 6x.
10
2. Binomials – Binomials are the algebraic expressions with two unlike
terms separated by addition or subtraction.
Examples:
2x2 + 3, x + y, x3 – 2x, x – 5, 4ab + 2ac
3. Trinomials – Trinomials are the algebraic expressions with three

unlike terms.
Examples:
2x2 + 5x – 3, 2x2 + 4xy + 2y2, -3x3 – 7x2 + 8
TYPES OF POLYNOMIAL EQUATION/TYPES OF ALGEBRAIC EQUATIONS
1. Linear equation. This type of equation is in the form ax + b = 0,

where a is not equal to 0. This is always in the first degree or let’s just say
the highest exponent is 1.
Examples:
5x + 2=0, -2y – 4=0, 5x = 0, 4a – 2= 6
2. Quadratic equation. This type of equation has a general form of

ax + bx + c = 0, where a, b and c are numbers and a is never zero. The othertwo
2
letters, b and c, can be zero.
Examples:
2x2 + 5x – 4 =0, y2 + 2y – 3 = 0
3. Cubic equation, which has the general form of ax3+bx2 + cx + d = 0,

where a, b, c and d are numbers but a cannot be zero. The way to identify
these types of equations is to look for the x3. The 3 should be your highest
exponent or the degree of the polynomial.
Examples:
x3 + 4x2 -3x +2=0, y3 – 5y2 + 6y – 8 = 0
FINDING THE ROOTS OF POLYNOMIAL EQUATION USING ZERO-PRODUCT

PROPERTY and FACTOR THEOREM
The Zero Product Property says that, if for example, we have ab = 0, then
either a = 0, b =0, or both a and b are equal to 0.
So here:
1. (x+3) (x-2) (x+1) (x-1)=0

11
Either (x+3), (x-2), (x+1), or (x-1) = 0
Then for x + 3 = 0, we transpose the 3 to the other side, so x = -3.
In the same way, we solve x - 2 =0, x + 1 = 0, x - 1 = 0.
So the answer here is x = -3, 2, -1, 1.
2. (x+5) (x-5) (x+5) (x-1) =0
Similarly solving, x + 5 =0, x - 5 = 0, x+5 = 0, and x - 1 =0

x = -5, 5, -5, 1
Note that we write both -5, even if it happened two times.
3. (x+4)2 (x-3)3 = 0
So here, when there are exponents:

(x+4)2 = 0, this is the same as (x+4)(x+4) = 0, right?
So we also have -4 twice.
Similarly, we also have (x-3) three times, so we have 3 three times.
x = -4, -4, 3, 3, 3
Multiplicity – states that the equations having 2 or more the same roots can be
written as one provided mentioning how many times it occurs. (ex. Roots are
1,2,2,3 = 1, 3, and 2(2times)).
Factor Theorem is the reverse of the Remainder Theorem: If you synthetic-

divide a polynomial by x = a and get a zero remainder, then, not only is x = a a zero
of the polynomial (courtesy of the Remainder Theorem), but x – a is also a factor of the
polynomial (courtesy of the Factor Theorem).
Just as with the Remainder Theorem, the point here is not to do the long division
of a given polynomial by a given factor. This Theorem isn't repeating what you
already know, but is instead trying to make your life simpler. When faced with a Factor
Theorem exercise, you will apply synthetic division and then check for a zero remainder.
 Use the Factor Theorem to determine whether x – 1 is a factor of

f (x) = 2x4 + 3x2 – 5x + 7.
For x – 1 to be a factor of f (x) = 2x4 + 3x2 – 5x + 7, the Factor Theorem saysthat
x = 1 must be a zero of f (x). To test whether x – 1 is a factor, I will first set x –
1 equal to zero and solve to find the proposed zero, x = 1. Then I will use synthetic
division to divide f (x) by x = 1. Since there is no cubed term, I will be careful to
remember to insert a "0" into the first line of the synthetic division to represent the
omitted power of x in 2x4 + 3x2 – 5x + 7:
12
1 2 0 3 -5 7
2 2 5 0
2 2 5 0 7
Since the remainder is not zero, then the Factor Theorem says that:
x – 1 is not a factor of f (x).
 Using the Factor Theorem, verify that x +4 is a factor of

f (x) = 5x4 + 16x3 – 15x2 + 8x + 16.
If x + 4 is a factor, then (setting this factor equal to zero and solving) x = –4 is a
root. To do the required verification, I need to check that, when I use synthetic
division on f (x), with x = –4, I get a zero remainder:
-4 5 16 -15 8 16
-6 16 -4 -16
5 -4 1 4 0
The remainder is zero, so the Factor Theorem says that:
x + 4 is a factor of 5x4 + 16x3 – 15x2 + 8x + 16.
In practice, the Factor Theorem is used when factoring polynomials "completely". Rather
than trying various factors by using long division, you will use synthetic division and
the Factor Theorem. Any time you divide by a number (being a potential root of the
polynomial) and get a zero remainder in the synthetic division, this means that the
number is indeed a root, and thus "x minus the number" is a factor. Then you will
continue the division with the resulting smaller polynomial, continuing until you arrive
at a linear factor (so you've found all the factors) or a quadratic (to which you can
apply the Quadratic Formula).
WRITING POLYNOMIAL EQUATION GIVEN THE ROOTS
The roots of an equation are the values that make it equal zero. If this is a
regular polynomial, then that means there are as many factors (at least) as there are
roots. So the equation is the product of three factors if there are three roots. Each
root corresponds to one of the factors equaling zero, so you can deal with them
individually. Think of each of the roots as a separate function if you like:
f(x)g(x)h(x) = 0, so f(x) = 0 or g(x) = 0 or h(x) = 0
13
If you start with the equation x3 - 4x2 - 7x + 10 = 0 you can factor it and get
(x-1)(x + 2)(x - 5) = 0 and thus the roots are x = 1, x = -2 and x = 5. To solve your
problems you apply this process backwards.
Example:
Find a polynomial with roots 1, -2 and 5. Start with the roots x = 1, x = -2 and
x = 5 and construct the polynomial (x - 1)(x + 2)(x - 5) = 0. You can then expand this
expression if you wish and getx3 - 4x2 - 7x + 10 = 0
What’s More
At this point, you already know some important ideas about polynomial
equations. Now, using what you have learned earlier about polynomial equation,
complete the table below. The rational roots are already given, answer only what is
missing.
Polynomial Equation Leading Constant Roots

Coefficient Term
11𝑥 6 = 0
−
(1) (2) 1,2,3

𝑥3 −𝑥 2 − 10𝑥 − 8 = 0 (3) (4) 2, 1,4
- -
𝑥3 + 2𝑥 2 23𝑥 60 = 0
− −
(5) (6) 4, 3,5

- -
4𝑥2 + 3 𝑥 + 2 = 0 (7) (8) -
1/2, 1, 1, 2
16𝑥3 + 21𝑥2 + 4𝑥 12 =−
(9) (10) 2/3,1,2,3

-
14
What I Have Learned
Here is another activity that lets you apply what you have learned about types
of polynomials.
Name each polynomial by its degree and number of terms.
1. 3𝑥 2 + 2𝑥 + 8 = 0
Degree:
Term:
2. 17 𝑎2 + 2𝑎 − 7 = 0
Degree:
Term:
3. 10 𝑎 + 12 = 0
Degree:
Term:
4. −16𝑥2 + 8𝑥 + 52 = 0
Degree:
Term:
5. 5x − 6 = 0
−
Degree:
Term:
Excellent! Now you are up to the final test of this module.
What I Can Do
Here are other activities that let you apply what you learned about Polynomial
Equations.
For each item below, give or create a polynomial equation with integer
coefficients that has the following roots.
1.) 1,2, 6
- -
3.) 0, 4, 5,1
- -
5.) 2, 3,2, 3
- -
2.) 2, 7
-
4.) 2,3,5
-
15
Assessment
much you’ve learned, please perform the following exercises.
1. What do we call a polynomial with two terms?

A. monomial B. binomial C. trinomial D. expression
2. Find the factors of 7x4 + 35x3.

A. 7x3 (x + 5) B. 7x2 (x2 + 5) C. 7x (x3 + 5) D. 7 (x4 +
3. Trinomial has how many terms?

A. 1 B. 2 C. 3 D. 4
4. What is the common factor of a polynomial 18x4 + 30x3 + 42x2?

A. 6x B. 6x4 C. 6x3 D. 6x2
5. Polynomial 64a3 + 27b3 has the following factors.

A. (4a + 3b) (16a2 – 12ab + 9b2) C. (4a – 3b) (16a2 – 12ab + 9b2)
B. (4a + 3b) ( 16a2 – 12ab + 9b2) D. (4a – 3b) (16a2 + 12ab + 9b2)
II. Identify the roots of each equation. State the multiplicity of each root if
there is.
1. −𝑥4 + 2𝑥3 + 8 𝑥2 − 48 = 0 ______________________________________________________

2. 𝑥3 + 3𝑥2 + 3𝑥 + 1 = 0
3. 𝑥3 + 5𝑥2 + 𝑥𝑥 48 = 0
−
___________________________________________________
4. 𝑥3 + 10𝑥2 + 17 𝑥 = 28
5 3𝑥3 + 10𝑥2 27 = 10
−
________________________________________________________
Good Job! You did well on this module!
Try this problem to boost your understanding on Problems involving polynomials

and polynomial equations.
One of the dimension of a cube in increased by 2 inch to form a rectangular

block. Suppose that the volume of the cube 200 cubic inches. Find the length of an
edge of the original cube.
In solving problems involving polynomials and polynomial equations, what do you

think is the best method for you and WHY? Try to express your insights based from
what you have learned in this module.
16
Answer Key
17
References
Grade 10 Learner’s Material

https://www.purplemath.com/modules/factrthm.htm
https://www.shsu.edu/~kws006/Precalculus/2.3_Zeroes_of_Polynomials_files/S%
26Z%203.2.pdf
https://www.onlinemathlearning.com/remainder-theorem.html
https://www.shmoop.com/polynomial-equations/remainder-theorem-
examples.html
https://cdn.kutasoftware.com/Worksheets/Alg2/The%20Remainder%20Theorem.
pdf
Grade 10 Learner’s Material

https://www.purplemath.com/modules/factrthm.htm
https://www.shsu.edu/~kws006/Precalculus/2.3_Zeroes_of_Polynomials_files/S%
26Z%203.2.pdf
https://www.onlinemathlearning.com/remainder-theorem.html
https://www.shmoop.com/polynomial equations/remainder theorem
- - -
examples.html
https://cdn.kutasoftware.com/Worksheets/Alg2/The%20Remainder%20Theorem.
pdf
18
Disclaimer
recommendations.

Telefax No.: (083) 2288825/ (083) 2281893

10
Mathematics
Problems Involving Polynomials
and Polynomial Equations
(M10ALIj-2)
Mathematics– Grade 10
Quarter 1 – Module 12: Problems Involving Polynomials and Polynomial Equations
First Edition, 2020
over them.

Writer: NORHANA T. ESMAEL
Office Addr\ess: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
each task.
Thank you.
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master polynomials and polynomial equations and other concepts related to it.
The scope of this module permits it to be used in many different learning
The lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook
you are now using.
Good day everyone! Yes! We are finally in the last topic for First Quarter. In
this module, you will be exploring real-life applications of polynomials and
polynomial equations. After utilizing this module, you are expected to solve
problems involving polynomials and polynomial equations (M10AL-Ij-2).
5
What I Know
You are asked to call to mind what you already know about the polynomials and
polynomial equations and be able to connect it to your past learning by answering
the questions below.
1. The following are examples of polynomials, EXCEPT

A. x2 – 4x + 5
B. 4x-3 + 8x-2 + 10x – 7
C. 3x4 – 5x3 + 2x – 1
D. x3 – y3
2. What is the leading term of the polynomial 2x3 + 4x4 – x +10 - 3x2?
A. – 3x2
B. – x
C. 2x3
D. 4x4
3. What is the remainder when x3 + 6x2 + 4x – 11 is divided by x + 2?

A. -3
B. 0
C. 3
D. 11
4. What is the quotient when x2 – 9 is divided by x + 3?

A. x - 3
B. x - 9
C. x + 3
D. x + 9
5. What is the remainder when (5x100 + 5) is divided by (x – 1)?

A. -10
B. -5
C. 5
D. 10
For items 6 to 8, use the illustration that follows: Divide 5x3 + 19x2 + 9x –
9 by x + 3.
6. What process of division is used in the solution?

A. Long Division method
B. Remainder Theorem
C. Synthetic Division
D. None of the above
6
7. What is the quotient?
A. -3
B. x + 3
C. 5x3 + 19x2 + 9x – 9
D. 5x2 + 4x - 3
8. What is the dividend?

A. -3
B. x - 3
C. 5x3 + 19x2 + 9x – 9
D. 5x2 + 4x - 3
9. The remainder after dividing (–10x3 + 5x2 + K) by (x + 1) is 4. Which of the

following is the value of K?
A. -19
B. -11
C.9
D. 19
10. What are the factors of 18x3 + 12x2 – 48x?

A.(x + 2)(3x – 4)(6)
B.(x + 2)(3x – 4)(6x + 1)
C.(3x2 +2x – 8)(-6x)
D.(x + 2)(3x – 4)(6x)
11. Given P(x) = 3x3 + x2 – 4x + 2. What is the value of P(3)?

A. -80
B. -58
C. 80
D. 81
12. How many positive real roots does x4 – x3 – 11x2 + 9x + 18 = 0 have?

A. 0
B. 1
C. 2
D. 3
13. The length of the rectangle is 2x – 3 and its width is equal to x – 1. What
is the area of rectangle?
A. -2x2 -5x + 3
B. 2x2 – 5x + 3
C. 2x2 – 3x - 3
D. 2x2 + 3
14. The distance covered by a bike is given by the expression 2x2 + 6x -20. The
time taken by the bike to cover this distance is given by the expression x –
2. What is the speed of the bike?
A. 2x + 10
B. 2x - 10
C. x - 2
D. x + 2
7
15. Determine the value of m if 3x2 + mx + 4 has x = 1 as one of its roots?
A. -7
B. -1
C. 4
D. 7
Very Good! You did well! You’re now ready for the next set of activities.
8
Lesson Problems Involving
12 Polynomials and Polynomial
Equations
Another module is set for you to explore. Some real-life situations require the
application of polynomials. Just like an engineers can use polynomials to create
building plans and entrepreneurs can use polynomials to design cost-effective
products.
Are you excited to know more about this? After going through this module,
you are expected to solve problems involving polynomials and polynomial
equations.
What’s In
In your previous lessons, you have learned that a polynomial expression

P(x) is an expression of the form
anxn + an– 1xn – 1 + an – 2xn – 2 + … + a1x + a0, an ≠ 0
where the nonnegative integer n is called the degree of the polynomial and coefficients
a0, a1, …, an are real numbers.
The terms of a polynomial may be written in any order. However, we often
follow the convention of writing the terms in decreasing powers of the variable x. In
this case, the polynomial expression is said to be in standard form.
You have also learned the concepts on dividing polynomials using Long
Division Method and Synthetic Division.
Example: Divide 6x3 +2x2 – 7 by x – 2 using Long Division and Synthetic Division
Solution by Long Division Method:

First, write the dividend in standard form and insert zeros as coefficients of
any missing term to obtain 6x3 +2x2 + 0x – 7. Both dividend and divisor should be in
standard form. The long division method is shown below.
9
Hence, (6x3 +2x2 + 0x – 7) ÷ (x – 2) = 6x2 + 14x + 28 + 49 .
𝑥−2
Solution by Synthetic Division:
Therefore, the quotient is (6x2 + 14x + 28) and the remainder is 49.
Other things you have learned previously were the Remainder and Factor
Theorems; Factoring Polynomials; and Finding Roots of Polynomials.
Remainder Theorem: If the polynomial P(x) is divided by (x – r), the remainder R is

a constant and is equal to P(r). R = P(r).
Factor Theorem: The polynomial P(x) has x – r as a factor if and only if P(r) = 0.
Fundamental Theorem of Algebra: If P(x) is a polynomial equation of degree n and

with real coefficients, then it has at most n real roots.
Example: Find the other roots of the polynomial x4 + 3x3 – 14x2 – 48x – 32 given that
one root is -2.
Solution:
Applying the concepts on Remainder and Factor Theorems and Synthetic
Division, prove that -2 is one of the roots
10
Since the remainder is zero (0) then it has proven that -2 is a root of x4 + 3x3 – 14x2
– 48x – 32.
Thus, we have x3 + x2 -16x – 16 = 0 as a depressed equation and using such, is x =
-1 also a root?
Again, using Synthetic Division
Yes! x = -1 is a root.
So, we have x2 – 16 = 0 a depressed equation.
Lastly, by Factoring Method,
X2 – 16 = (x – 4)(x + 4)
Therefore, x = 4 and x = -4.
Hence, the roots of x4 + 3x3 – 14x2 – 48x – 32 are -2, -1, 4 and -4.

You may add an activity if necessary that will connect the
current lesson which is solving problems involving polynomials
and polynomial equations with the previous lesson that have
discussed.
11
What’s New
This module focuses on the application of learned concepts on polynomials and

polynomial equations. You are going to solve problems involving polynomials and
polynomial equations.
Study the problem below and give what is being asked.
Problem 1:The area of the rectangle is given by the polynomial expression x 3 – 2x2 –
6x + 12 and its length given by x – 2. Find the width of the rectangle.
Questions:
1. What is the area of the rectangle?
2. What is the length of the rectangle?
3. What is the formula for area of the rectangle?
4. To find the width of the rectangle, what formula
are you going to use?
5. Using the above formula and applying the division
of polynomials, what is the width of the rectangle?
Great Job! You are now ready to explore more problems on polynomials and
polynomial equations!
What is It
Below are important concepts to consider in solving problems involving

polynomials and polynomial equations.
A polynomial is an expression which consists of two or more than two

algebraic expressions. In a polynomial expression, the same variable has
different powers. If the polynomial is added to another polynomial, the
resulting expression is also a polynomial. The same goes with the operations
of addition, subtraction, multiplication and division.
Division Algorithm: Given a polynomial dividend f(x) and a non-zero

polynomial divisor d(x) where the degree of d(x) is less than or equal to the
degree of f(x), there exist unique polynomials q(x) and r(x) such that f(x) = d(x)
q(x) + r(x) where q(x) is the quotient and r(x) is the remainder. The remainder
is either equal to zero or has degree strictly less than d(x).
There are simple steps to solve math word problems:

1. Understand the request! It’s often follows word such as how, show or
find.
12
2. Translate the wording into a numeric equation.
3. Solve the equation.
Suggestions:
• Read the problem entirely and get a feel for the whole problem
• List information and the variables you identify
• Work in an organized manner. This will help you think clearly
• Draw and label all figures and pictures clearly
Examples
Problem 1.The length of a room exceeds its width by 2

meters. If the length and the width are both increased by
1m, then the area increases by 11m2. Find the length
and width of the room.
Solution:
Step 1. Let x be the width

Then (x + 2) is the length
Step 2. Draw and label the rectangle clearly
Step 3. Translate the problem.

New Area = Original Area + 11
(x + 3)(x + 1) = x(x + 2) + 11
Step 4. Solve the problem

x2 + 4x + 3 = x2 + 2x + 11 [𝐸𝑥𝑝𝑎𝑛𝑑 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛]
2x = 8 [𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛]
x = 4 [𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 2]
Step 5. So, the length of the room is 6m and its width is 4m.
Problem 2. The number of shirts sold by the shopkeeper

is given by the expression 3x – 5. The price per shirt is
given by the expression 2x + 1. Find the total amount of
revenue earned by theshopkeeper by selling the shirts.
13
Solution:
The total amount of profit is calculated by the formula:
Profit = (price per item) x (number of items sold)
Hence, we will find the profit by multiplying the price of the single shirt with
the total number of shirts sold.
Price of a single shirt = 2x + 1

Number of shirts sold = 3x – 5
Profit = (price per item) x (number of items sold)

Profit = (2x + 1)( 3x – 5)
= 2x(3x – 5) + 1(3x – 5)
= 6x2 – 10x + 3x – 5
= 6x2 – 7x – 5
Hence, the total profit earned by the shopkeeper = 6x 2 – 7x – 5.
Problem 3. Give a polynomial equation with integer

coefficients that has the roots -2, 1, -1 and 3.
Solution:
Roots are -2, 1, -1 and 3
x = -2, x = 1, x = -1, x = 3
x + 2 = 0, x – 1 = 0, x + 1 = 0, x – 3 = 0
(x + 2)(x – 1)(x + 1)(x – 3) = 0
(x2 + x – 2)(x2 – 2x – 3) = 0
x4 – x 3 – 7x 2 + x + 6 = 0 polynomial equation
What’s More
Let us try to answer more challenging set of problems and activities

involving polynomials and polynomial equations.
Activity 1.“The Remains”

.
1. Divide x3 – 3x2 + x + 4 by x-2 (Use either long or synthetic
division)
Quotient: Remainder:
x-2 Equate to zero and x= solve for x. .Now,

substitute the value of x in the polynomial, p(x) = x3 – 3x2 + x + 4 .
What is the value of the polynomial p(x)?
14
2. This time, find the quotient of p(x) = 2x3 + 7x2 – 6x + x +3 1 and .
Quotient: Remainder:
Again, equate the divisor , x + 3 to zero and solve for x. x = . Substitute
this constant in the polynomial, p(x) = 2x3 + 7x2 – 6x + 1 .
What is the value of the polynomial p(x)?
Questions:
1. Observe the remainder in number 1 and the value of its polynomial.
What have you noticed?
2. How about the remainder in number 2 and the value of its polynomial?
3. Why do we need to equate the divisors in tasks 1 and 2 to zero?
4. What conclusion/s can you establish between the remainder and the
value of the given polynomial?
Activity 2.Word Problem
The area of the rectangle is given by the polynomial expression

x3 - 2x2 - 6x + 12 and its length given by x-2. Find the width of
the rectangle.
Well done! Get ready for another learning battle ahead!
15
What I Have Learned
Here is another activity that tells what you have done, need to search
for answers or more information and have learned from this module.
Activity. “Do-Search-Learned”
Directions:
Complete the table or D-S-L chart below by indicating the things you
have Done, wished to Search for answers or more information and have
Learned in this module.
Name:
What you Do or have What you want to What you have
DONE SEARCH or HAVE LEARNED
SEARCHED for
answers
Nice work! Now you’re up for the final challenge of this module.
16
What I Can Do
Here is another activity that lets you apply what you learned about the
polynomials and polynomial equations.
Activity 1. “Let’s Apply”
Directions: Give what is being asked in the following problems involving polynomials
and polynomial equations. Refer to answer code below and fill in the blanks that
follow by writing the code of each of your answer to discover the mathematician in
the trivia given.
1.) How many real roots do the polynomial (x 3.) 2 and -3 are roots of x3 - 3x2 – 10x + 24,
+ 2)2(x – 1)3(x + 5) have? what is the other root?
2.) What is the remainder when 2x4 + 5x3 – 4. What is the quotient when x4 + 5x3 – 2x2
4x + 10 divided by x – 2? + 3 is divided by x + 2?
ANSWER CODE:
C S I T A N B
x3+3x2-8x+16 54 6 x3+3x2+8x+16 5 4 74
Italian F O A C I
mathematician- Item # 1 2 3 4
“most talented
Western
mathematician of the
17
Activity 2. “Apply...Apply...”
The volume of a rectangular solid is given by the polynomial

3x4 – 3x3 – 33x2 + 54x. The length of the solid is given by 3x
and the width is given by x – 2. Find the height of the solid.
Assessment
Congratulations for getting through this module! Let’s test how much you have
learned, please answer the questions by choosing the letter of the best answer.
1. How many positive real roots does x4 – x3 – 11x2 + 9x + 18 = 0 have?

A. 0
B. 1
C. 2
D. 3
2. Find a cubic polynomial equation with roots –2, 2, and 4.

A. x3 + 4x2 – 4x + 16 = 0
B. x3 – 4x2 – x + 16 = 0
C. 10x3 – x2 – x + 16 = 0
D. x3– 4x2 – 4x + 16 = 0
3. What is the value of the polynomial x3 + 4x2 – 2x – 1 given the x = 2?

A. -19
B. -5
C. 19
D. 24
4. What is the remainder when 2x4 + 6x2 -6 is divided by 2x + 4?

A. -62
B. -50
C. 50
D. 62
5. What is the quotient when 2x4 + 6x2 -6 is divided by 2x + 4?

A. x3 – 2x2 + 7x - 14
B. 2x3 – 4x2 + 14x - 14
C. 2x4 + 6x2 -6
D. 2x + 4
18
6. Alim will evaluate an 8th degree polynomial in x at x = 10 using the
Remainder Theorem and synthetic division. How many coefficients of x will
be written in the first row of the synthetic division procedure?
A. 8
B. 9
C. 10
D. 11
7. Find a fourth degree polynomial that is divisible by x2 – 4 and has the roots
by x = 3 and x= 5.
A. x4 – 8x3 + 11x2 + 32x - 60
B. x2 – 8x + 15
C. x4 – 8x3 + 19x2 + 32x - 60
D. x4 – 8x + 15
8. The length of the rectangle is 2x – 3 and its width is x – 1. What is the area
of the rectangle?
A. 2x2 – 5x – 3
B. 2x2 – 5x + 3
C.2x – 3
D. x – 1
9. Calculate the value of a for which the polynomial x3 – ax + 8 has the root
x = -2.
A. -8
B. -2
C. 0
D. 8
10. The number of cellphones sold by a shop can be modelled by the

expression N(t) = 7t + 25 and price per cellphone is modelled by an
expression P(t) = 3t2 + 3t + 36, where t is the number of months in a year.
If we use this model, what is the total amount of revenue generated by the
shop at the end of the year?
A. 504
B. 5, 040
C. 54, 936
D. 549, 360
11. If a car moving at a constant rate travels (2x3 – x2 – 4x + 3) km in (x2 – 2x

+ 1) hours, what is the rate of the car in km per hour?
A. (2x – 3) km/hr
B. (2x + 3) km/hr
C. (4x + 5) km/hr
D. (2x + 6) km/hr
12. If one ream of bond paper costs (3x – 4) pesos, how many reams can you
buy for (6x4 – 17x3 + 24x2 – 34x + 24) pesos?
A. 2x3 – 3x2 + 4x - 6 reams
B. 6x4 – 17x3 + 24x2 – 34x + 24 reams
C. 3x – 4 reams
D. None of the above
19
13.A tailor earns (12y2 + y – 35) pesos for working (3y – 5) hours. How much
does he earn per hour?
A. y + 7
B. 3y – 5
C. 12y2 + y – 35 pesos
D. 4y + 7 pesos
14. The diagonal of a rectangle is 8 m longer than its shorter side. If the area
of the rectangle is 60 square m, find its dimensions.
A. width of the rectangle is 5 m and its length is y = 12 m
B. width of the rectangle is 8 m and its length is y = 6 m
C. width of the rectangle is 5 m and its length is y = 6 m
D. width of the rectangle is 7 m and its length is y = 12 m
15. The side of a square lot is (5x – 3) meters. How many meters of fencing
materials are needed to enclose the square lot? If one square meter of the
lot costs Php15,000, what is the cost of the square lot?
A. (5x – 6) meters
B. (10x – 12) meters
C. (20x – 12) meters
D. (5x – 12) meters
Good Job! You did well on this module! Keep going!
Try this problem to boost your understanding on Problems involving polynomials

and polynomial equations.
One of the dimension of a cube in increased by 2 inch to form a rectangular

block. Suppose that the volume of the cube 200 cubic inches. Find the length of an
edge of the original cube.
In solving problems involving polynomials and polynomial equations, what do

you think is the best method for you and WHY? Try to express your insights based
from what you have learned in this module.
20
Answer Key
References
Learner’s Material Math 10
Teacher’s Material Math 10
BEAM Learning Guides, Module 6. of 4th Year Math
22
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10

Development Team of the Module

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

The module is divided into three lessons, namely:

The module is divided into four lessons, namely:

After going through this module, you are expected to:

1 Patterns and Sequences

In your previous years, patterns is perceived by simply looking at the similarity/ies

A pattern is an arrangement of things repeated in an orderly, recognizable fashion.

1. What is the next figure in the pattern below?

2. What number comes next in 1,3,5,7,9, ?

Now we are ready to learn about sequence. Are you ready???

It is customary to use the notation an to designate the nth sequence. Where,

From the sequence, a1=2, a2=6, a3=12, a4=20, a5=30, and an = n2 + n

Hence, the 10th term is a10 = 102+10 = 110.

This type of sequence is known as Explicit Form of Sequence.

Another way of examining the next term of a sequence and determining

4. Use a difference table to determine the next term of the previous

first difference 3 3 3 3 (1)

first difference 9 13 17 21… (1)

Second difference 4 4. 4 …. (2)

a.) {1, 4, 9, 16, 25,…} b.) {3, 5, 9, 17, 33,…}

Below are important terminologies, notations and symbols that you

The following sequences are finite:

Sequence First Term Last Term Number of Terms

Some other examples of number sequences are:

Number Sequence Pattern

Each of the number in the sequence is called a term.

Find the missing term in the following sequence:

8, , 16, , 24, 28, 32

Explicit Form of a Sequence is sequence that can be expressed in a

Recursive Form of a Sequence is a sequence if the first term and a

From the pattern, the recursive formula can be written

Write the explicit formula for the sequence.

3)  /  ,  /  ,  /  ,  / ,  / , ... 4) , , , , ,…

Write the recursive formula for the sequence.

Find the tenth term in each sequence.

Try to answer more challenging set of problems and activities about

A. Write the next three terms for each sequence.

Triangular number T(n): 1, 3, 6, 9, …

Complete the table of triangular numbers below:

is a succession of numbers in specific orders. Each number in a

11. 8, 14, 26, 50,…

Eureka Math : NYS COMMON CORE MATHEMATICS CURRICULUM

Math for life pp.233-237

Next Century Mathematics (2nd Edition)

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

Development Team of the Module

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

The module is divided into two lessons, namely:

After going through this module, you are expected to:

2. Which of the following is an example of an arithmetic sequence?

A. 4, 8, 12, 16, 20 B. 25, 20, 15, 10, 5

C. 9, 14, 19, 24, 29 C. 4, 6, 8, 12, 14

A. 9, 11, 13, 15,… B. 3, 6, 9, 12, 15,…

7. The term between 8 and 24 is .

10. The next term for the sequence ½, 1, 3/2, 2 is .

Very well done, be prepared for an exciting journey that awaits!

Given the sequence, -2, 2, 6, , , _